Beruflich Dokumente
Kultur Dokumente
K–9 MATHEMATICS
Program of Studies with Achievement Indicators
2007
The Alberta K–9 Mathematics Program of Studies
2007
ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA
ISBN 978–0–7785–6181–1
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TABLE OF CONTENTS
BACKGROUND .............................................................................................................................................................................. 1
INTRODUCTION ............................................................................................................................................................................ 2
Purpose of the Document ..................................................................................................................................................... 2
Beliefs about Students and Mathematics Learning .............................................................................................................. 2
First Nations, Métis and Inuit Perspectives.......................................................................................................................... 3
Affective Domain ................................................................................................................................................................. 3
Early Childhood ................................................................................................................................................................... 4
Goals for Students ................................................................................................................................................................ 4
INSTRUCTIONAL FOCUS.............................................................................................................................................................. 15
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Table of Contents / iii
©Alberta Education, Alberta, Canada 2007
General and Specific Outcomes with Achievement Indicators............................................................................................ 52
Kindergarten .............................................................................................................................................................. 52
Grade 1....................................................................................................................................................................... 56
Grade 2....................................................................................................................................................................... 63
Grade 3....................................................................................................................................................................... 73
Grade 4....................................................................................................................................................................... 86
Grade 5....................................................................................................................................................................... 97
Grade 6....................................................................................................................................................................... 109
Grade 7....................................................................................................................................................................... 120
Grade 8....................................................................................................................................................................... 132
Grade 9....................................................................................................................................................................... 145
iv / Table of Contents The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
BACKGROUND
WNCP jurisdictions: In 2005, the Ministers of Education from all the WNCP jurisdictions unanimously
Alberta concurred with the rationale of the original partnership because of the importance
British Columbia placed on:
Manitoba • common educational goals
Northwest Territories • the ability to collaborate to achieve common goals
Nunavut • high standards in education
Saskatchewan • planning an array of educational opportunities
Yukon Territory • removing obstacles to accessibility for individual learners
• optimum use of limited educational resources.
The Common Curriculum Framework for K–9 Mathematics: Western and Northern
Canadian Protocol, May 2006, was developed by the seven ministries of education
in collaboration with teachers, administrators, parents, business representatives,
post-secondary educators and others.
The framework identifies beliefs about mathematics, general and specific student
outcomes, and achievement indicators agreed upon by the seven jurisdictions.
Each of the provinces and territories is to determine when and how the framework
will be implemented within its own jurisdiction.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Background / 1
©Alberta Education, Alberta, Canada 2007
INTRODUCTION
2 / Introduction The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
FIRST NATIONS, MÉTIS AND INUIT AFFECTIVE DOMAIN
PERSPECTIVES
A positive attitude is an important aspect of the To experience
First Nations, Métis and Inuit students in northern affective domain and has a profound impact on success, students
and western Canada come from diverse geographic learning. Environments that create a sense of must be taught
areas with varied cultural and linguistic belonging, encourage risk taking and provide to set achievable
backgrounds. Students attend schools in a variety opportunities for success help develop and goals and assess
of settings, including urban, rural and isolated maintain positive attitudes and self-confidence themselves
Teachers need to communities. Teachers need to understand the within students. Students with positive attitudes as they work
understand the diversity of students’ cultures and experiences. toward learning mathematics are likely to be toward these
diversity of motivated and prepared to learn, participate goals.
students’ First Nations, Métis and Inuit students often have a willingly in classroom activities, persist in
cultures and holistic view of the environment—they look for challenging situations and engage in reflective
experiences. connections in learning and learn best when practices.
mathematics is contextualized. They may come
from cultures where learning takes place through Teachers, students and parents need to recognize
active participation. Traditionally, little emphasis the relationship between the affective and
was placed upon the written word, so oral cognitive domains, and attempt to nurture those
communication and practical applications and aspects of the affective domain that contribute to
experiences are important to student learning and positive attitudes. To experience success, students
understanding. By understanding and responding must be taught to set achievable goals and assess
to nonverbal cues, teachers can optimize student themselves as they work toward these goals.
learning and mathematical understanding.
Striving toward success and becoming autonomous
A variety of teaching and assessment strategies and responsible learners are ongoing, reflective
help build upon the diverse knowledge, cultures, processes that involve revisiting the setting and
communication styles, skills, attitudes, experiences assessing of personal goals.
and learning styles of students.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Introduction / 3
©Alberta Education, Alberta, Canada 2007
EARLY CHILDHOOD Students who have met these goals will:
• gain understanding and appreciation of the
Young children are naturally curious and develop a contributions of mathematics as a science,
variety of mathematical ideas before they enter philosophy and art
Kindergarten. Children make sense of their • exhibit a positive attitude toward mathematics
environment through observations and interactions • engage and persevere in mathematical tasks and
at home, in daycares, in preschools and in the projects
community. Mathematics learning is embedded in • contribute to mathematical discussions
everyday activities, such as playing, reading, • take risks in performing mathematical tasks
beading, baking, storytelling and helping around • exhibit curiosity.
the home.
4 / Introduction The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
CONCEPTUAL FRAMEWORK FOR K–9 MATHEMATICS
GRADE
K 1 2 3 4 5 6 7 8 9
STRAND
Number
NATURE
Patterns and Relations
• Patterns
OF
• Variables and Equations MATHEMATICS
GENERAL OUTCOMES, SPECIFIC OUTCOMES
Shape and Space Change, Constancy,
• Measurement AND ACHIEVEMENT INDICATORS
Number Sense,
• 3-D Objects and 2-D Shapes
• Transformations Patterns,
Relationships,
Statistics and Probability Spatial Sense,
• Data Analysis Uncertainty
• Chance and Uncertainty
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Conceptual Framework / 5
©Alberta Education, Alberta, Canada 2007
MATHEMATICAL PROCESSES Communication [C]
There are critical components that students must Students need opportunities to read about,
encounter in a mathematics program in order to represent, view, write about, listen to and discuss
achieve the goals of mathematics education and mathematical ideas. These opportunities allow
embrace lifelong learning in mathematics. students to create links between their own
language and ideas, and the formal language and
Students are expected to: symbols of mathematics.
• Communication • communicate in order to learn and express their
[C] understanding Communication is important in clarifying, Students must
• Connections • connect mathematical ideas to other concepts in reinforcing and modifying ideas, attitudes and be able to
[CN] mathematics, to everyday experiences and to beliefs about mathematics. Students should be communicate
other disciplines encouraged to use a variety of forms of mathematical
communication while learning mathematics. ideas in a
• Mental • demonstrate fluency with mental mathematics
Students also need to communicate their learning variety of ways
Mathematics and and estimation
using mathematical terminology. and contexts.
Estimation [ME]
• Problem • develop and apply new mathematical
Communication helps students make connections
Solving [PS] knowledge through problem solving
among concrete, pictorial, symbolic, oral, written
• Reasoning [R] • develop mathematical reasoning and mental representations of mathematical ideas.
• Technology [T] • select and use technologies as tools for learning
and for solving problems
• Visualization • develop visualization skills to assist in
[V] processing information, making connections
and solving problems.
6 / Conceptual Framework The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
Connections [CN] Mental mathematics enables students to determine Mental
answers without paper and pencil. It improves mathematics
Contextualization and making connections to the computational fluency by developing efficiency, and estimation
experiences of learners are powerful processes in accuracy and flexibility. are fundamental
developing mathematical understanding. This can components
be particularly true for First Nations, Métis and “Even more important than performing of number sense.
Through Inuit learners. When mathematical ideas are computational procedures or using calculators is
connections, connected to each other or to real-world the greater facility that students need—more than
students begin to phenomena, students begin to view mathematics as ever before—with estimation and mental math”
view mathematics useful, relevant and integrated. (National Council of Teachers of Mathematics,
as useful May 2005).
and relevant. Learning mathematics within contexts and making Students proficient with mental mathematics
connections relevant to learners can validate past “become liberated from calculator dependence,
experiences and increase student willingness to build confidence in doing mathematics, become
participate and be actively engaged. more flexible thinkers and are more able to use
multiple approaches to problem solving”
The brain is constantly looking for and making (Rubenstein, 2001, p. 442).
connections. “Because the learner is constantly
searching for connections on many levels, Mental mathematics “provides the cornerstone for
educators need to orchestrate the experiences from all estimation processes, offering a variety of
which learners extract understanding.… Brain alternative algorithms and nonstandard techniques
research establishes and confirms that multiple for finding answers” (Hope, 1988, p. v).
complex and concrete experiences are essential for
meaningful learning and teaching” (Caine and Estimation is used for determining approximate
Caine, 1991, p. 5). values or quantities or for determining the
reasonableness of calculated values. It often uses
benchmarks or referents. Students need to know
Mental Mathematics and Estimation [ME] when to estimate, how to estimate and what
strategy to use.
Mental mathematics is a combination of cognitive
strategies that enhance flexible thinking and Estimation assists individuals in making
number sense. It is calculating mentally without mathematical judgements and in developing useful,
the use of external memory aids. efficient strategies for dealing with situations in
daily life.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Conceptual Framework / 7
©Alberta Education, Alberta, Canada 2007
Problem Solving [PS] Reasoning [R]
Learning through problem solving should be the Mathematical reasoning helps students think Mathematical
focus of mathematics at all grade levels. When logically and make sense of mathematics. Students reasoning helps
students encounter new situations and respond to need to develop confidence in their abilities to students think
questions of the type How would you …? or How reason and justify their mathematical thinking. logically and
could you …?, the problem-solving approach is High-order questions challenge students to think make sense of
being modelled. Students develop their own and develop a sense of wonder about mathematics. mathematics.
problem-solving strategies by listening to,
discussing and trying different strategies. Mathematical experiences in and out of the
classroom provide opportunities for students to
A problem-solving activity must ask students to develop their ability to reason. Students can
Learning determine a way to get from what is known to what explore and record results, analyze observations,
through problem is sought. If students have already been given make and test generalizations from patterns, and
solving should ways to solve the problem, it is not a problem, but reach new conclusions by building upon what is
be the focus practice. A true problem requires students to use already known or assumed to be true.
of mathematics prior learnings in new ways and contexts. Problem
at all grade solving requires and builds depth of conceptual Reasoning skills allow students to use a logical
levels. understanding and student engagement. process to analyze a problem, reach a conclusion
and justify or defend that conclusion.
Problem solving is a powerful teaching tool that
fosters multiple, creative and innovative solutions.
Creating an environment where students openly
look for, and engage in, finding a variety of
strategies for solving problems empowers students
to explore alternatives and develops confident,
cognitive mathematical risk takers.
8 / Conceptual Framework The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
Technology [T] Visualization [V]
Technology Technology contributes to the learning of a wide Visualization “involves thinking in pictures and Visualization
contributes to range of mathematical outcomes and enables images, and the ability to perceive, transform and is fostered
the learning of a students to explore and create patterns, examine recreate different aspects of the visual-spatial world” through the use
wide range of relationships, test conjectures and solve problems. (Armstrong, 1993, p. 10). The use of visualization in of concrete
mathematical the study of mathematics provides students with materials,
outcomes and Calculators and computers can be used to: opportunities to understand mathematical concepts technology
enables students • explore and demonstrate mathematical and make connections among them. and a variety
to explore and relationships and patterns of visual
create patterns, • organize and display data Visual images and visual reasoning are important representations.
examine • extrapolate and interpolate components of number, spatial and measurement
relationships, • assist with calculation procedures as part of sense. Number visualization occurs when students
test conjectures solving problems create mental representations of numbers.
and solve • decrease the time spent on computations when
problems. other mathematical learning is the focus Being able to create, interpret and describe a visual
• reinforce the learning of basic facts representation is part of spatial sense and spatial
• develop personal procedures for mathematical reasoning. Spatial visualization and reasoning enable
operations students to describe the relationships among and
• create geometric patterns between 3-D objects and 2-D shapes.
• simulate situations
• develop number sense. Measurement visualization goes beyond the
acquisition of specific measurement skills.
Technology contributes to a learning environment Measurement sense includes the ability to determine
in which the growing curiosity of students can lead when to measure, when to estimate and which
to rich mathematical discoveries at all grade levels. estimation strategies to use (Shaw and Cliatt, 1989).
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Conceptual Framework / 9
©Alberta Education, Alberta, Canada 2007
NATURE OF MATHEMATICS Constancy
• Change Mathematics is one way of trying to understand, Different aspects of constancy are described by the Constancy
• Constancy interpret and describe our world. There are a terms stability, conservation, equilibrium, steady is described
• Number Sense number of components that define the nature of state and symmetry (AAAS–Benchmarks, 1993, by the terms
• Patterns mathematics and these are woven throughout this p. 270). Many important properties in stability,
• Relationships program of studies. The components are change, mathematics and science relate to properties that conservation,
• Spatial Sense constancy, number sense, patterns, relationships, do not change when outside conditions change. equilibrium,
• Uncertainty spatial sense and uncertainty. Examples of constancy include the following: steady state
• The ratio of the circumference of a teepee to its and symmetry.
diameter is the same regardless of the length of
Change the teepee poles.
• The sum of the interior angles of any triangle is
10 / Conceptual Framework The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
Number Sense Working with patterns enables students to make Mathematics
connections within and beyond mathematics. is about
An intuition Number sense, which can be thought of as intuition These skills contribute to students’ interaction recognizing,
about number about numbers, is the most important foundation of with, and understanding of, their environment. describing
is the most numeracy (British Columbia Ministry of and working
important Education, 2000, p. 146). Patterns may be represented in concrete, visual or with numerical
foundation of a symbolic form. Students should develop fluency and
numerate child. A true sense of number goes well beyond the skills in moving from one representation to another. non-numerical
of simply counting, memorizing facts and the patterns.
situational rote use of algorithms. Mastery of Students must learn to recognize, extend, create
number facts is expected to be attained by students and use mathematical patterns. Patterns allow
as they develop their number sense. This mastery students to make predictions and justify their
allows for facility with more complex reasoning when solving routine and nonroutine
computations but should not be attained at the problems.
expense of an understanding of number.
Learning to work with patterns in the early grades
Number sense develops when students connect helps students develop algebraic thinking, which is
numbers to their own real-life experiences and
foundational for working with more abstract
when students use benchmarks and referents. This
mathematics in higher grades.
results in students who are computationally fluent
and flexible with numbers and who have intuition
about numbers. The evolving number sense
typically comes as a by-product of learning rather Relationships
than through direct instruction. However, number
sense can be developed by providing rich Mathematics is one way to describe Mathematics
mathematical tasks that allow students to make interconnectedness in a holistic worldview. is used to
connections to their own experiences and their Mathematics is used to describe and explain describe and
previous learning. relationships. As part of the study of mathematics, explain
students look for relationships among numbers, relationships.
sets, shapes, objects and concepts. The search for
Patterns possible relationships involves collecting and
analyzing data and describing relationships
Mathematics is about recognizing, describing and visually, symbolically, orally or in written form.
working with numerical and non-numerical
patterns. Patterns exist in all strands of this
program of studies.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Conceptual Framework / 11
©Alberta Education, Alberta, Canada 2007
Spatial Sense Uncertainty
Spatial sense Spatial sense involves visualization, mental In mathematics, interpretations of data and the Uncertainty
offers a way imagery and spatial reasoning. These skills are predictions made from data may lack certainty. is an inherent
to interpret central to the understanding of mathematics. part of making
and reflect on Events and experiments generate statistical data predictions.
the physical Spatial sense is developed through a variety of that can be used to make predictions. It is
environment. experiences and interactions within the important to recognize that these predictions
environment. The development of spatial sense (interpolations and extrapolations) are based upon
enables students to solve problems involving 3-D patterns that have a degree of uncertainty.
objects and 2-D shapes and to interpret and reflect
on the physical environment and its 3-D or 2-D The quality of the interpretation is directly related
representations. to the quality of the data. An awareness of
uncertainty allows students to assess the reliability
Some problems involve attaching numerals and of data and data interpretation.
appropriate units (measurement) to dimensions of
shapes and objects. Spatial sense allows students Chance addresses the predictability of the
to make predictions about the results of changing occurrence of an outcome. As students develop
these dimensions; e.g., doubling the length of the their understanding of probability, the language of
side of a square increases the area by a factor of mathematics becomes more specific and describes
four. Ultimately, spatial sense enables students to the degree of uncertainty more accurately.
communicate about shapes and objects and to
create their own representations.
12 / Conceptual Framework The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
STRANDS Statistics and Probability
Data Analysis
• Number The learning outcomes in the program of studies are • Collect, display and analyze data to solve
• Patterns organized into four strands across the grades K–9. problems.
and Relations Some strands are subdivided into substrands. There is
• Shape one general outcome per substrand across the grades Chance and Uncertainty
and Space K–9. • Use experimental or theoretical probabilities to
• Statistics represent and solve problems involving
and The strands and substrands, including the general uncertainty.
Probability outcome for each, follow.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Conceptual Framework / 13
©Alberta Education, Alberta, Canada 2007
In the specific outcomes, the word including indicates SUMMARY
that any ensuing items must be addressed to fully meet
the learning outcome. The phrase such as indicates The conceptual framework for K–9 mathematics
that the ensuing items are provided for illustrative describes the nature of mathematics, mathematical
purposes or clarification, and are not requirements that processes and the mathematical concepts to be
must be addressed to fully meet the learning outcome. addressed in Kindergarten to Grade 9 mathematics.
The components are not meant to stand alone.
Activities that take place in the mathematics
LINKS TO INFORMATION AND classroom should stem from a problem-solving
COMMUNICATION TECHNOLOGY (ICT) approach, be based on mathematical processes and
OUTCOMES lead students to an understanding of the nature of
mathematics through specific knowledge, skills and
Some curriculum outcomes from Alberta Education’s attitudes among and between strands.
Information and Communication Technology (ICT)
Program of Studies can be linked to outcomes in the
mathematics program so that students will develop a
broad perspective on the nature of technology, learn
how to use and apply a variety of technologies, and
consider the impact of ICT on individuals and society.
The connection to ICT outcomes supports and
reinforces the understandings and abilities that
students are expected to develop through the general
and specific outcomes of the mathematics program.
Effective, efficient and ethical application of ICT
outcomes contributes to the mathematics program
vision.
14 / Conceptual Framework The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
INSTRUCTIONAL FOCUS
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Instructional Focus / 15
©Alberta Education, Alberta, Canada 2007
16 / The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
GENERAL AND SPECIFIC OUTCOMES
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators General and Specific Outcomes / 17
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
GENERAL AND SPECIFIC OUTCOMES BY STRAND [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Number
1. Say the number sequence 1. Say the number sequence 1. Say the number sequence 1. Say the number sequence 1. Represent and describe
1 to 10 by 1s, starting 0 to 100 by: 0 to 100 by: 0 to 1000 forward and whole numbers to 10 000,
anywhere from 1 to 10 and • 1s forward between any • 2s, 5s and 10s, forward backward by: pictorially and symbolically.
from 10 to 1. two given numbers and backward, using • 5s, 10s or 100s, using any [C, CN, V]
[C, CN, V] • 1s backward from 20 to 0 starting points that are starting point
• 2s forward from 0 to 20 multiples of 2, 5 and 10 • 3s, using starting points 2. Compare and order numbers
2. Subitize (recognize at a • 5s and 10s forward from respectively that are multiples of 3 to 10 000.
glance) and name familiar 0 to 100. • 10s, using starting points • 4s, using starting points [C, CN, V]
arrangements of 1 to 5 [C, CN, ME, V] from 1 to 9 that are multiples of 4
objects or dots. • 2s, starting from 1. • 25s, using starting points 3. Demonstrate an
[C, CN, ME, V] 2. Subitize (recognize at a [C, CN, ME, R] that are multiples of 25. understanding of addition of
glance) and name familiar [C, CN, ME] numbers with answers to
3. Relate a numeral, 1 to 10, to arrangements of 1 to 10 2. Demonstrate if a number (up 10 000 and their
its respective quantity. objects or dots. to 100) is even or odd. 2. Represent and describe corresponding subtractions
[CN, R, V] [C, CN, ME, V] [C, CN, PS, R] numbers to 1000, concretely, (limited to 3- and 4-digit
pictorially and symbolically. numerals) by:
4. Represent and describe 3. Demonstrate an 3. Describe order or relative [C, CN, V] • using personal strategies
numbers 2 to 10, concretely understanding of counting position, using ordinal for adding and subtracting
and pictorially. by: numbers (up to tenth). 3. Compare and order numbers • estimating sums and
[C, CN, ME, R, V] • indicating that the last [C, CN, R] to 1000. differences
number said identifies [C, CN, R, V] • solving problems
5. Compare quantities 1 to 10, “how many” 4. Represent and describe involving addition and
using one-to-one • showing that any set has numbers to 100, concretely, 4. Estimate quantities less than subtraction.
correspondence. only one count pictorially and symbolically. 1000, using referents. [C, CN, ME, PS, R]
[C, CN, V] • using the counting-on [C, CN, V] [ME, PS, R, V]
strategy
• using parts or equal
groups to count sets.
[C, CN, ME, R, V]
18 / Outcomes by Strand – Number The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
Number [CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
1. Represent and describe 1. Demonstrate an 1. Determine and explain why 1. Demonstrate an 1. Demonstrate an
whole numbers to understanding of place a number is divisible by 2, 3, understanding of perfect understanding of powers
1 000 000. value, including numbers 4, 5, 6, 8, 9 or 10, and why a squares and square roots, with integral bases
[C, CN, V, T] that are: number cannot be divided concretely, pictorially and (excluding base 0) and
[ICT: C6–2.2] • greater than one million
by 0. symbolically (limited to whole number exponents by:
[C, R]
• less than one thousandth. whole numbers). • representing repeated
2. Use estimation strategies, [C, CN, R, T] 2. Demonstrate an [C, CN, R, V] multiplication, using
including: understanding of the powers
• front-end rounding 2. Solve problems involving addition, subtraction, 2. Determine the approximate • using patterns to show that
• compensation whole numbers and decimal multiplication and division square root of numbers that a power with an exponent
• compatible numbers numbers. of decimals to solve are not perfect squares of zero is equal to one
in problem-solving contexts. [ME, PS, T] problems (for more than (limited to whole numbers). • solving problems
[C, CN, ME, PS, R, V] [ICT: C6–2.4] 1-digit divisors or 2-digit [C, CN, ME, R, T] involving powers.
multipliers, the use of
technology is expected). [ICT: P2–3.4] [C, CN, PS, R]
3. Apply mental mathematics 3. Demonstrate an [ME, PS, T]
strategies and number understanding of factors and 3. Demonstrate an 2. Demonstrate an
[ICT: P2–3.4] understanding of operations
properties, such as: multiples by: understanding of percents
• skip counting from a • determining multiples and 3. Solve problems involving greater than or equal to 0%, on powers with integral
known fact factors of numbers less percents from 1% to 100%. including greater than 100%. bases (excluding base 0) and
• using doubling or halving than 100 [C, CN, PS, R, T] [CN, PS, R, V] whole number exponents:
m+n
[ICT: P2–3.4] • ( a )( a ) = a
m n
• using patterns in the • identifying prime and
9s facts composite numbers 4. Demonstrate an 4. Demonstrate an • a ÷a = a
m n m−n
,m > n
• using repeated doubling or • solving problems using understanding of the understanding of ratio and
• (a ) = a
m n mn
halving multiples and factors. relationship between rate.
• ( ab) = a b
m m m
to determine, with fluency, [CN, PS, R, V] positive terminating [C, CN, V]
answers for basic decimals and positive n
an
fractions and between ⎛a⎞
• ⎜ ⎟ = n , b ≠ 0.
multiplication facts to 81 4. Relate improper fractions to
positive repeating decimals ⎝b⎠ b
and related division facts. mixed numbers and mixed
[C, CN, ME, R, V] numbers to improper and positive fractions. [C, CN, PS, R, T]
fractions. [C, CN, R, T] [ICT: P2 – 3.4]
[ICT: P2–3.4]
[CN, ME, R, V]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Number / 19
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Number (continued)
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
4. Represent and describe 5. Compare and order numbers 5. Illustrate, concretely and 4. Apply the properties of
numbers to 20, concretely, up to 100. pictorially, the meaning of 0 and 1 for multiplication
pictorially and symbolically. [C, CN, ME, R, V] place value for numerals to and the property of 1 for
[C, CN, V] 1000. division.
6. Estimate quantities to 100, [C, CN, R, V] [C, CN, R]
5. Compare sets containing up using referents.
to 20 elements, using: [C, ME, PS, R] 6. Describe and apply mental 5. Describe and apply mental
• referents mathematics strategies for mathematics strategies, such
• one-to-one 7. Illustrate, concretely and adding two 2-digit numerals, as:
correspondence pictorially, the meaning of such as: • skip counting from a
to solve problems. place value for numerals to • adding from left to right known fact
[C, CN, ME, PS, R, V] 100. • taking one addend to the • using doubling or halving
[C, CN, R, V] nearest multiple of ten and • using doubling or halving
6. Estimate quantities to 20 by then compensating and adding or subtracting
using referents. 8. Demonstrate and explain the • using doubles. one more group
[C, CN, ME, PS, R, V] effect of adding zero to, or [C, CN, ME, PS, R, V] • using patterns in the
subtracting zero from, any 9s facts
7. Demonstrate an number. 7. Describe and apply mental • using repeated doubling
understanding of [C, R] mathematics strategies for to determine basic
conservation of number. subtracting two 2-digit multiplication facts to 9 × 9
[C, R, V] numerals, such as: and related division facts.
• taking the subtrahend to [C, CN, ME, R]
8. Identify the number, up to the nearest multiple of ten
20, that is: and then compensating
• one more • thinking of addition
• two more • using doubles.
• one less [C, CN, ME, PS, R, V]
• two less
than a given number.
[C, CN, ME, R, V]
20 / Outcomes by Strand – Number The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Number (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
4. Apply mental mathematics 5. Demonstrate an 5. Demonstrate an 5. Solve problems that involve 3. Demonstrate an
strategies for multiplication, understanding of ratio, understanding of adding and rates, ratios and proportional understanding of rational
such as: concretely, pictorially and subtracting positive fractions reasoning. numbers by:
• annexing then adding zero symbolically. and mixed numbers, with [C, CN, PS, R] • comparing and ordering
• halving and doubling [C, CN, PS, R, V] like and unlike rational numbers
• using the distributive denominators, concretely, 6. Demonstrate an • solving problems that
property. 6. Demonstrate an pictorially and symbolically understanding of involve arithmetic
[C, CN, ME, R, V] understanding of percent (limited to positive sums and multiplying and dividing operations on rational
(limited to whole numbers), differences). positive fractions and mixed numbers.
5. Demonstrate, with and concretely, pictorially and [C, CN, ME, PS, R, V] numbers, concretely, [C, CN, PS, R, T, V]
without concrete materials, symbolically. pictorially and symbolically. [ICT: P2–3.4]
an understanding of [C, CN, PS, R, V] 6. Demonstrate an [C, CN, ME, PS]
multiplication (2-digit by understanding of addition 4. Explain and apply the order
2-digit) to solve problems. 7. Demonstrate an and subtraction of integers, 7. Demonstrate an of operations, including
[C, CN, PS, V] understanding of integers, concretely, pictorially and understanding of exponents, with and without
concretely, pictorially and symbolically. multiplication and division technology.
6. Demonstrate, with and symbolically. [C, CN, PS, R, V] of integers, concretely, [PS, T]
without concrete materials, [C, CN, R, V] pictorially and symbolically. [ICT: P2–3.4]
an understanding of division [C, CN, PS, R, V]
(3-digit by 1-digit), and 5. Determine the square root of
interpret remainders to solve positive rational numbers
problems. that are perfect squares.
[C, CN, ME, PS, R, V] [C, CN, PS, R, T]
[ICT: P2–3.4]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Number / 21
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Number (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
22 / Outcomes by Strand – Number The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Number (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Number / 23
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Number (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
10. Describe and use mental 10. Apply mental mathematics 10. Apply mental mathematics 8. Demonstrate an
mathematics strategies strategies, such as: strategies and number understanding of fractions
(memorization not • using doubles properties, such as: less than or equal to one by
intended), such as: • making 10 • using doubles using concrete, pictorial and
• counting on and counting • one more, one less • making 10 symbolic representations to:
back • two more, two less • using the commutative • name and record fractions
• making 10 • building on a known property for the parts of a whole or
• using doubles double • using the property of zero a set
• thinking addition for • thinking addition for • thinking addition for • compare and order
subtraction subtraction subtraction fractions
for basic addition facts and for basic addition facts and for basic addition facts and • model and explain that for
related subtraction facts related subtraction facts related subtraction facts different wholes, two
to 18. to 18. to 18. identical fractions may not
[C, CN, ME, PS, R, V] [C, CN, ME, PS, R, V] [C, CN, ME, PS, R, V] represent the same
quantity
• provide examples of
where fractions are used.
[C, CN, PS, R, V]
24 / Outcomes by Strand – Number The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
Number (continued) [CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
11. Demonstrate an
understanding of addition
and subtraction of decimals
(limited to thousandths).
[C, CN, PS, R, V]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Number / 25
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
Number (continued) [CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
26 / Outcomes by Strand – Number The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Number (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Number / 27
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Number (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
12. Demonstrate an
understanding of division
(limited to division related
to multiplication facts up to
5 × 5) by:
• representing and
explaining division using
equal sharing and equal
grouping
• creating and solving
problems in context that
involve equal sharing and
equal grouping
• modelling equal sharing
and equal grouping using
concrete and visual
representations, and
recording the process
symbolically
• relating division to
repeated subtraction
• relating division to
multiplication.
[C, CN, PS, R]
28 / Outcomes by Strand – Number The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Number (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Number / 29
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Number (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
13. Demonstrate an
understanding of fractions
by:
• explaining that a fraction
represents a part of a
whole
• describing situations in
which fractions are used
• comparing fractions of
the same whole that have
like denominators.
[C, CN, ME, R, V]
30 / Outcomes by Strand – Number The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
Number (continued) [CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Number / 31
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Patterns and Relations (Patterns) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
32 / Outcomes by Strand – Patterns and Relations (Patterns) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
Patterns and Relations (Patterns) [CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
1. Determine the pattern rule to 1. Represent and describe 1. Demonstrate an 1. Graph and analyze 1. Generalize a pattern arising
make predictions about patterns and relationships, understanding of oral and two-variable linear relations. from a problem-solving
subsequent elements. using graphs and tables. written patterns and their [C, ME, PS, R, T, V] context, using a linear
[C, CN, PS, R, V] [C, CN, ME, PS, R, V] equivalent linear relations. [ICT: P2–3.3] equation, and verify by
[ICT: C6–2.3] [C, CN, R] substitution.
[C, CN, PS, R, V]
2. Demonstrate an 2. Create a table of values from
understanding of the a linear relation, graph the 2. Graph a linear relation,
relationships within tables of table of values, and analyze analyze the graph, and
values to solve problems. the graph to draw interpolate or extrapolate to
[C, CN, PS, R] conclusions and solve solve problems.
[ICT: C6–2.3] problems. [C, CN, PS, R, T, V]
[C, CN, PS, R, V] [ICT: C7–3.1, P2–3.3]
[ICT: C7–3.1]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Patterns and Relations (Patterns) / 33
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Patterns and Relations (Variables and Equations) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
4. Describe equality as a 4. Demonstrate and explain the 4. Solve one-step addition and 5. Express a given problem as
balance and inequality as an meaning of equality and subtraction equations an equation in which a
imbalance, concretely and inequality, concretely and involving a symbol to symbol is used to represent
pictorially (0 to 20). pictorially. represent an unknown an unknown number.
[C, CN, R, V] [C, CN, R, V] number. [CN, PS, R]
[C, CN, PS, R, V]
5. Record equalities, using the 5. Record equalities and 6. Solve one-step equations
equal symbol. inequalities symbolically, involving a symbol to
[C, CN, PS, V] using the equal symbol or represent an unknown
the not equal symbol. number.
[C, CN, R, V] [C, CN, PS, R, V]
34 / Outcomes by Strand – Patterns and Relations (Variables and Equations) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Patterns and Relations (Variables and Equations) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
2. Express a given problem as 3. Represent generalizations 3. Demonstrate an 2. Model and solve problems 3. Model and solve problems,
an equation in which a arising from number understanding of concretely, pictorially and using linear equations of
letter variable is used to relationships, using preservation of equality by: symbolically, using linear the form:
represent an unknown equations with letter • modelling preservation equations of the form: • ax = b
number (limited to whole variables. of equality, concretely, • ax = b x
• a = b,a≠0
numbers). [C, CN, PS, R, V] pictorially and x
• a = b,a≠0
[C, CN, PS, R] symbolically • ax + b = c
• ax + b = c x +b = c
4. Express a given problem as • applying preservation of • ,a≠0
3. Solve problems involving an equation in which a equality to solve x +b = c a
• ,a≠0
single-variable, one-step letter variable is used to equations. a • ax = b + cx
equations with whole represent an unknown [C, CN, PS, R, V] • a(x + b) = c • a(x + b) = c
number coefficients and number. where a, b and c are • ax + b = cx + d
whole number solutions. [C, CN, PS, R] 4. Explain the difference integers. • a(bx + c) = d(ex + f)
[C, CN, PS, R] between an expression and [C, CN, PS, V] a
• x = b, x ≠ 0
5. Demonstrate and explain an equation. where a, b, c, d, e and f are
the meaning of [C, CN] rational numbers.
preservation of equality, [C, CN, PS, V]
concretely and pictorially. 5. Evaluate an expression,
[C, CN, PS, R, V] given the value of the 4. Explain and illustrate
variable(s). strategies to solve single
[CN, R] variable linear inequalities
with rational coefficients
6. Model and solve, within a problem-solving
concretely, pictorially and context.
symbolically, problems that [C, CN, PS, R, V]
can be represented by
one-step linear equations of
the form x + a = b, where a
and b are integers.
[CN, PS, R, V]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Patterns and Relations (Variables and Equations) / 35
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Patterns and Relations (Variables and Equations) (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
36 / Outcomes by Strand – Patterns and Relations (Variables and Equations) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Patterns and Relations (Variables and Equations) (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Patterns and Relations (Variables and Equations) / 37
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Shape and Space (Measurement) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
1. Use direct comparison to 1. Demonstrate an 1. Relate the number of days to 1. Relate the passage of time to 1. Read and record time, using
compare two objects based understanding of a week and the number of common activities, using digital and analog clocks,
on a single attribute, such as measurement as a process of months to a year in a nonstandard and standard including 24-hour clocks.
length (height), mass comparing by: problem-solving context. units (minutes, hours, days, [C, CN, V]
(weight) and volume • identifying attributes that [C, CN, PS, R] weeks, months, years).
(capacity). can be compared [CN, ME, R] 2. Read and record calendar
[C, CN, PS, R, V] • ordering objects 2. Relate the size of a unit of dates in a variety of formats.
• making statements of measure to the number of 2. Relate the number of [C, V]
comparison units (limited to nonstandard seconds to a minute, the
• filling, covering or units) used to measure number of minutes to an 3. Demonstrate an
matching. length and mass (weight). hour and the number of days understanding of area of
[C, CN, PS, R, V] [C, CN, ME, R, V] to a month in a regular and irregular 2-D
problem-solving context. shapes by:
3. Compare and order objects [C, CN, PS, R, V] • recognizing that area is
by length, height, distance measured in square units
around and mass (weight), 3. Demonstrate an • selecting and justifying
using nonstandard units, and understanding of measuring referents for the units cm2
make statements of length (cm, m) by: or m2
comparison. • selecting and justifying • estimating area, using
[C, CN, ME, R, V] referents for the units referents for cm2 or m2
cm and m • determining and recording
4. Measure length to the • modelling and describing area (cm2 or m2)
nearest nonstandard unit by: the relationship between • constructing different
• using multiple copies of a the units cm and m rectangles for a given area
unit • estimating length, using (cm2 or m2) in order to
• using a single copy of a referents demonstrate that many
unit (iteration process). • measuring and recording different rectangles may
[C, ME, R, V] length, width and height. have the same area.
[C, CN, ME, PS, R, V] [C, CN, ME, PS, R, V]
38 / Outcomes by Strand – Shape and Space (Measurement) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Shape and Space (Measurement) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
1. Identify 90º angles. 1. Demonstrate an 1. Demonstrate an 1. Develop and apply the 1. Solve problems and justify
[ME, V] understanding of angles by: understanding of circles by: Pythagorean theorem to the solution strategy, using
• identifying examples of • describing the solve problems. the following circle
2. Design and construct angles in the environment relationships among [CN, PS, R, T, V] properties:
different rectangles, given • classifying angles radius, diameter and [ICT: P2–3.4] • the perpendicular from the
either perimeter or area, or according to their measure circumference centre of a circle to a
both (whole numbers), and • estimating the measure of • relating circumference 2. Draw and construct nets for chord bisects the chord
make generalizations. angles, using 45°, 90° and to pi 3-D objects. • the measure of the central
[C, CN, PS, R, V] 180° as reference angles • determining the sum of [C, CN, PS, V] angle is equal to twice the
• determining angle the central angles measure of the inscribed
3. Demonstrate an measures in degrees • constructing circles with a 3. Determine the surface area angle subtended by the
understanding of measuring • drawing and labelling given radius or diameter of: same arc
length (mm) by: angles when the measure • solving problems • right rectangular prisms • the inscribed angles
• selecting and justifying is specified. involving the radii, • right triangular prisms subtended by the same arc
referents for the unit mm [C, CN, ME, V] diameters and • right cylinders are congruent
• modelling and describing circumferences of circles. to solve problems. • a tangent to a circle is
the relationship between 2. Demonstrate that the sum of [C, CN, PS, R, V] [C, CN, PS, R, V] perpendicular to the radius
mm and cm units, and interior angles is: at the point of tangency.
between mm and m units. • 180° in a triangle 2. Develop and apply a 4. Develop and apply formulas [C, CN, PS, R, T, V]
[C, CN, ME, PS, R, V] • 360° in a quadrilateral. formula for determining the for determining the volume [ICT: C6–3.1, C6–3.4]
[C, R] area of: of right rectangular prisms,
• triangles right triangular prisms and
• parallelograms right cylinders.
• circles. [C, CN, PS, R, V]
[CN, PS, R, V]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Shape and Space (Measurement) / 39
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Shape and Space (Measurement) (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
5. Demonstrate an
understanding of perimeter
of regular and irregular
shapes by:
• estimating perimeter,
using referents for cm or
m
• measuring and recording
perimeter (cm, m)
• constructing different
shapes for a given
perimeter (cm, m) to
demonstrate that many
shapes are possible for a
perimeter.
[C, ME, PS, R, V]
40 / Outcomes by Strand – Shape and Space (Measurement) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Shape and Space (Measurement) (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
5. Demonstrate an
understanding of capacity
by:
• describing the relationship
between mL and L
• selecting and justifying
referents for mL or L units
• estimating capacity, using
referents for mL
or L
• measuring and recording
capacity (mL or L).
[C, CN, ME, PS, R, V]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Shape and Space (Measurement) / 41
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Shape and Space (3-D Objects and 2-D Shapes) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
2. Sort 3-D objects, using a 2. Sort 3-D objects and 2-D 6. Sort 2-D shapes and 3-D 6. Describe 3-D objects 4. Describe and construct right
single attribute. shapes, using one attribute, objects, using two attributes, according to the shape of the rectangular and right
[C, CN, PS, R, V] and explain the sorting rule. and explain the sorting rule. faces and the number of triangular prisms.
[C, CN, R, V] [C, CN, R, V] edges and vertices. [C, CN, R, V]
3. Build and describe 3-D [C, CN, PS, R, V]
objects. 3. Replicate composite 2-D 7. Describe, compare and
[CN, PS, V] shapes and 3-D objects. construct 3-D objects, 7. Sort regular and irregular
[CN, PS, V] including: polygons, including:
• cubes • triangles
4. Compare 2-D shapes to parts • spheres • quadrilaterals
of 3-D objects in the • cones • pentagons
environment. • cylinders • hexagons
[C, CN, V] • pyramids. • octagons
[C, CN, R, V] according to the number of
sides.
8. Describe, compare and [C, CN, R, V]
construct 2-D shapes,
including:
• triangles
• squares
• rectangles
• circles.
[C, CN, R, V]
42 / Outcomes by Strand – Shape and Space (3-D Objects and 2-D Shapes) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Shape and Space (3-D Objects and 2-D Shapes) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
6. Describe and provide 4. Construct and compare 3. Perform geometric 5. Draw and interpret top, 2. Determine the surface area
examples of edges and faces triangles, including: constructions, including: front and side views of of composite 3-D objects to
of 3-D objects, and sides of • scalene • perpendicular line 3-D objects composed of solve problems.
2-D shapes that are: • isosceles segments right rectangular prisms. [C, CN, PS, R, V]
• parallel
• equilateral • parallel line segments [C, CN, R, T, V]
• intersecting 3. Demonstrate an
• right • perpendicular bisectors [ICT: C6–3.4]
• perpendicular • obtuse • angle bisectors. understanding of similarity
• vertical of polygons.
• acute [CN, R, V]
• horizontal. in different orientations. [C, CN, PS, R, V]
[C, CN, R, T, V] [C, PS, R, V]
[ICT: C6–2.2, P5–2.3]
5. Describe and compare the
7. Identify and sort sides and angles of regular
quadrilaterals, including: and irregular polygons.
• rectangles [C, PS, R, V]
• squares
• trapezoids
• parallelograms
• rhombuses
according to their attributes.
[C, R, V]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Shape and Space (3-D Objects and 2-D Shapes) / 43
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Shape and Space (Transformations) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
5. Demonstrate an
understanding of
congruency, concretely and
pictorially.
[CN, R, V]
6. Demonstrate an
understanding of line
symmetry by:
• identifying symmetrical
2-D shapes
• creating symmetrical
2-D shapes
• drawing one or more lines
of symmetry in a
2-D shape.
[C, CN, V]
44 / Outcomes by Strand – Shape and Space (Transformations) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Shape and Space (Transformations)
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
8. Identify and describe a 6. Perform a combination of 4. Identify and plot points in 6. Demonstrate an 4. Draw and interpret scale
single transformation, translations, rotations and/or the four quadrants of a understanding of the diagrams of 2-D shapes.
including a translation, reflections on a single 2-D Cartesian plane, using congruence of polygons. [CN, R, T, V]
rotation and reflection of shape, with and without integral ordered pairs. [CN, R, V] [ICT: C6–3.4]
2-D shapes. technology, and draw and [C, CN, V]
[C, T, V] describe the image. 5. Demonstrate an
[ICT: C6–2.1] [C, CN, PS, T, V] 5. Perform and describe understanding of line and
transformations rotation symmetry.
7. Perform a combination of
9. Perform, concretely, a single successive transformations (translations, rotations or [C, CN, PS, V]
transformation (translation, of 2-D shapes to create a reflections) of a 2-D shape
rotation or reflection) of a design, and identify and in all four quadrants of a
2-D shape, and draw the describe the transformations. Cartesian plane (limited to
image. [C, CN, T, V] integral number vertices).
[C, CN, T, V] [C, CN, PS, T, V]
[ICT: C6–2.1] 8. Identify and plot points in [ICT: C6–3.4]
the first quadrant of a
Cartesian plane, using whole
number ordered pairs.
[C, CN, V]
9. Perform and describe single
transformations of a 2-D
shape in the first quadrant of
a Cartesian plane (limited to
whole number vertices).
[C, CN, PS, T, V]
[ICT: C6–2.1]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Shape and Space (Transformations) / 45
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Statistics and Probability (Data Analysis) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
1. Gather and record data about 1. Collect first-hand data and 1. Demonstrate an
self and others to answer organize it using: understanding of
questions. • tally marks many-to-one
[C, CN, PS, V] • line plots correspondence.
[ICT: C4–1.3, C7–1.1] • charts [C, R, T, V]
• lists [ICT: C6–2.2, C6–2.3]
2. Construct and interpret to answer questions.
concrete graphs and [C, CN, PS, V] 2. Construct and interpret
pictographs to solve [ICT: C4–1.3] pictographs and bar graphs
problems. involving many-to-one
[C, CN, PS, R, V] 2. Construct, label and correspondence to draw
[ICT: C7–1.3] interpret bar graphs to solve conclusions.
problems. [C, PS, R, V]
[C, PS, R, V]
[ICT: C4–1.3, C7–1.3,
C7–1.4]
46 / Outcomes by Strand – Shape and Space (Transformations) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Statistics and Probability (Data Analysis)
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
1. Differentiate between 1. Create, label and interpret 1. Demonstrate an 1. Critique ways in which data 1. Describe the effect of:
first-hand and second-hand line graphs to draw understanding of central is presented in circle graphs, • bias
data. conclusions. tendency and range by: line graphs, bar graphs and • use of language
[C, R, T, V] [C, CN, PS, R, V] • determining the measures pictographs. • ethics
[ICT: C1–2.2, P5–2.3] of central tendency (mean, [C, R, T, V] • cost
2. Select, justify and use median, mode) and range [ICT: C7–3.1, C7–3.2, • time and timing
2. Construct and interpret appropriate methods of • determining the most F4–3.3] • privacy
double bar graphs to draw collecting data, including: appropriate measures of • cultural sensitivity
conclusions. • questionnaires central tendency to report on the collection of data.
[C, PS, R, T, V] • experiments findings. [C, CN, R, T]
[ICT: C6–2.2, P5–2.3] • databases [C, PS, R, T] [ICT: F4–3.2, F4–3.3]
• electronic media. [ICT: P2–3.4]
[C, CN, PS, R, T] 2. Select and defend the choice
[ICT: C4–2.2, C6–2.2, 2. Determine the effect on the of using either a population
C7–2.1, P2–2.1, P2–2.2] mean, median and mode or a sample of a population
when an outlier is included to answer a question.
3. Graph collected data, and in a data set. [C, CN, PS, R]
analyze the graph to solve [C, CN, PS, R]
problems.
[C, CN, PS, R, T] 3. Construct, label and
[ICT: C6–2.5, C7–2.1, interpret circle graphs to
P2–2.1, P2–2.2] solve problems.
[C, CN, PS, R, T, V]
[ICT: P2–3.3]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Statistics and Probability (Data Analysis) / 47
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
Statistics and Probability (Data Analysis) (continued) [CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
48 / Outcomes by Strand – Shape and Space (Transformations) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
Statistics and Probability (Data Analysis) (continued) [ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Statistics and Probability (Data Analysis) / 49
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
Statistics and Probability (Chance and Uncertainty) [CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
50 / Outcomes by Strand – Statistics and Probability (Chance and Uncertainty) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
Statistics and Probability (Chance and Uncertainty) [CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
3. Describe the likelihood of a4. Demonstrate an 4. Express probabilities as 2. Solve problems involving the 4. Demonstrate an
single outcome occurring, understanding of probability ratios, fractions and probability of independent understanding of the role of
using words such as: by: percents. events. probability in society.
• impossible • identifying all possible [C, CN, R, T, V] [C, CN, PS, T] [C, CN, R, T]
• possible outcomes of a probability [ICT: P2–3.4] [ICT: P2–3.4] [ICT: F4–3.3]
• certain. experiment
[C, CN, PS, R] • differentiating between 5. Identify the sample space
experimental and (where the combined sample
4. Compare the likelihood of theoretical probability space has 36 or fewer
two possible outcomes • determining the elements) for a probability
occurring, using words such theoretical probability of experiment involving two
as: outcomes in a probability independent events.
• less likely experiment [C, ME, PS]
• equally likely • determining the
• more likely. experimental probability 6. Conduct a probability
[C, CN, PS, R] of outcomes in a experiment to compare the
probability experiment theoretical probability
• comparing experimental (determined using a tree
results with the theoretical diagram, table or other
probability for an graphic organizer) and
experiment. experimental probability of
[C, ME, PS, T] two independent events.
[ICT: C6–2.1, C6–2.4] [C, PS, R, T]
[ICT: C7–3.2, P2–3.4]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes by Strand – Statistics and Probability (Chance and Uncertainty) / 51
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
GENERAL AND SPECIFIC OUTCOMES [ME] Mental Mathematics [T] Technology
WITH ACHIEVEMENT INDICATORS and Estimation [V] Visualization
Kindergarten
1. Say the number sequence 1 to 10 by 1s, starting ¾ Name the number that comes after a given number, one to nine.
anywhere from 1 to 10 and from 10 to 1. ¾ Name the number that comes before a given number, two to ten.
[C, CN, V]
¾ Recite number names from a given number to a stated number (forward – one to ten,
backward – ten to one), using visual aids.
2. Subitize (recognize at a glance) and name familiar ¾ Look briefly at a given familiar arrangement of 1 to 5 objects or dots, and identify the number
arrangements of 1 to 5 objects or dots. represented without counting.
[C, CN, ME, V] ¾ Identify the number represented by a given dot arrangement on a five frame.
3. Relate a numeral, 1 to 10, to its respective quantity. ¾ Construct a set of objects corresponding to a given numeral.
[CN, R, V] ¾ Name the number for a given set of objects.
¾ Hold up the appropriate number of fingers for a given numeral.
¾ Match numerals with their given pictorial representations.
4. Represent and describe numbers 2 to 10, concretely ¾ Partition a given quantity into two parts, using fingers, counters or other objects, and identify
and pictorially. the number of objects in each part.
[C, CN, ME, R, V] ¾ Show a given number as two parts, using pictures, and name the number of objects in each
part.
5. Compare quantities 1 to 10, using one-to-one ¾ Construct a set to show more than, fewer than or as many as a given set.
correspondence. ¾ Compare two given sets through direct comparison; and describe the sets, using words such as
[C, CN, V] more, fewer, as many as or the same number.
52 / Outcomes with Achievement Indicators (Kindergarten) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Kindergarten
Strand: Patterns and Relations (Patterns) General Outcome: Use patterns to describe the world and to solve problems.
2. Sort a set of objects based on a single attribute, and ¾ Identify a common attribute in a given set of objects.
explain the sorting rule. ¾ Sort a given set of objects, using a single attribute, e.g., colour, and explain the sorting rule.
[C, CN, PS, R, V]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Kindergarten) / 53
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Kindergarten
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
54 / Outcomes with Achievement Indicators (Kindergarten) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Kindergarten
Strand: Shape and Space General Outcome: Describe the characteristics of 3-D objects and 2-D shapes,
(3-D Objects and 2-D Shapes) and analyze the relationships among them.
3. Build and describe 3-D objects. ¾ Create a representation of a given 3-D object, using materials such as modelling clay and
[CN, PS, V] building blocks, and compare the representation to the original 3-D object.
¾ Describe a given 3-D object, using words such as big, little, round, like a box and like a can.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Kindergarten) / 55
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 1
2. Subitize (recognize at a glance) and name familiar ¾ Look briefly at a given familiar arrangement of objects or dots, and identify how many objects
arrangements of 1 to 10 objects or dots. or dots there are without counting.
[C, CN, ME, V] ¾ Identify the number represented by a given arrangement of dots on a ten frame.
3. Demonstrate an understanding of counting by: ¾ Answer the question, “How many are in the set?”, using the last number counted in a given
• indicating that the last number said identifies set.
“how many” ¾ Identify and correct counting errors in a given counting sequence.
• showing that any set has only one count
¾ Show that the count of the number of objects in a given set does not change regardless of the
• using the counting-on strategy
order in which the objects are counted.
• using parts or equal groups to count sets.
[C, CN, ME, R, V] ¾ Count the number of objects in a given set, rearrange the objects, predict the new count and
recount to verify the prediction.
¾ Determine the total number of objects in a given set, starting from a known quantity and
counting on.
¾ Count quantity, using groups of 2, 5 or 10 and counting on.
¾ Record the number of objects in a given set (up to 100).
56 / Outcomes with Achievement Indicators (Grade 1) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 1
5. Compare sets containing up to 20 elements, using: ¾ Build a set equal to a given set that contains up to 20 elements.
• referents ¾ Build a set that has more elements than, fewer elements than or as many elements as a given
• one-to-one correspondence set.
to solve problems.
¾ Build several sets of different objects that have the same given number of elements in the set.
[C, CN, ME, PS, R, V]
¾ Compare two given sets, using one-to-one correspondence, and describe the sets, using
comparative words such as more, fewer or as many.
¾ Compare a set to a given referent, using comparative language.
¾ Solve a given problem (pictures and words) that involves the comparison of two quantities.
6. Estimate quantities to 20 by using referents. ¾ Estimate a given quantity by comparing it to a given referent (known quantity).
[C, CN, ME, PS, R, V] ¾ Select an estimate for a given quantity from at least two possible choices, and explain the
choice.
7. Demonstrate an understanding of conservation of ¾ Explain why for a given number of counters, no matter how they are grouped, the total number
number. of counters does not change.
[C, R, V] ¾ Group a set of given counters in more than one way.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Grade 1) / 57
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 1
9. Demonstrate an understanding of addition of ¾ Act out a given problem presented orally or through shared reading.
numbers with answers to 20 and their corresponding ¾ Indicate if the scenario in a given problem represents additive or subtractive action.
subtraction facts, concretely, pictorially and
¾ Represent the numbers and actions presented in a given problem by using manipulatives, and
symbolically, by:
record them using sketches and/or number sentences.
• using familiar mathematical language to describe
additive and subtractive actions ¾ Create an addition problem based on personal experiences, and simulate the action with
• creating and solving problems in context that counters.
involve addition and subtraction ¾ Create a subtraction problem based on personal experiences, and simulate the action with
• modelling addition and subtraction, using a counters.
variety of concrete and visual representations, ¾ Create a word problem for a given number sentence (equation).
and recording the process symbolically.
[C, CN, ME, PS, R, V] ¾ Represent a given problem pictorially or symbolically to show the additive or subtractive
action, and solve the problem.
10. Describe and use mental mathematics strategies (It is not intended that students recall the basic facts but become familiar with strategies to
(memorization not intended), such as: mentally determine sums and differences.)
• counting on and counting back ¾ Use and describe a personal strategy for determining a given sum.
• making 10
¾ Use and describe a personal strategy for determining a given difference.
• using doubles
• thinking addition for subtraction ¾ Refine personal strategies to increase their efficiency.
for basic addition facts and related subtraction facts ¾ Write the related subtraction fact for a given addition fact.
to 18. ¾ Write the related addition fact for a given subtraction fact.
[C, CN, ME, PS, R, V]
58 / Outcomes with Achievement Indicators (Grade 1) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 1
Strand: Patterns and Relations (Patterns) General Outcome: Use patterns to describe the world and to solve problems.
2. Translate repeating patterns from one representation ¾ Represent a given repeating pattern, using another mode; e.g., actions to sound, colour to
to another. shape, ABC ABC to bear eagle fish bear eagle fish.
[C, CN, R, V] ¾ Describe a given repeating pattern, using a letter code; e.g., ABC ABC …
3. Sort objects, using one attribute, and explain the ¾ Identify a common attribute in a given set of objects.
sorting rule. ¾ Choose a single attribute to sort a given set of objects, sort the set, and explain the sorting rule.
[C, CN, R, V]
¾ Sort a given set of objects, using a given sorting rule.
¾ Determine the difference between two given pre-sorted sets of objects, and explain a possible
sorting rule used to sort them.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Grade 1) / 59
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 1
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations)
5. Record equalities, using the equal symbol. ¾ Represent a given equality, using manipulatives or pictures.
[C, CN, PS, V] ¾ Represent a given pictorial or concrete equality in symbolic form.
¾ Provide examples of equalities where the given sum or difference is on either the left or right
side of the equal symbol (=).
¾ Record different representations of the same quantity (0 to 20) as equalities.
60 / Outcomes with Achievement Indicators (Grade 1) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 1
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Grade 1) / 61
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 1
Strand: Shape and Space General Outcome: Describe the characteristics of 3-D objects and 2-D shapes,
(3-D Objects and 2-D Shapes) and analyze the relationships among them.
3. Replicate composite 2-D shapes and 3-D objects. ¾ Select 2-D shapes from a given set to reproduce a given composite 2-D shape.
[CN, PS, V] ¾ Select 3-D objects from a given set to reproduce a given composite 3-D object.
¾ Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by
deconstructing the composite shape.
¾ Predict and select the 3-D objects used to produce a composite 3-D object, and verify by
deconstructing the composite object.
4. Compare 2-D shapes to parts of 3-D objects in the ¾ Identify 3-D objects in the environment that have parts similar to a given 2-D shape.
environment.
[C, CN, V]
62 / Outcomes with Achievement Indicators (Grade 1) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 2
2. Demonstrate if a number (up to 100) is even or odd. ¾ Use concrete materials or pictorial representations to determine if a given number is even or
[C, CN, PS, R] odd.
¾ Identify even and odd numbers in a given sequence, such as in a hundred chart.
¾ Sort a given set of numbers into even and odd.
3. Describe order or relative position, using ordinal ¾ Indicate a position of a specific object in a sequence by using ordinal numbers up to tenth.
numbers (up to tenth). ¾ Compare the ordinal position of a specific object in two different given sequences.
[C, CN, R]
4. Represent and describe numbers to 100, concretely, ¾ Represent a given number, using concrete materials such as ten frames and base ten materials.
pictorially and symbolically. ¾ Represent a given number, using coins (pennies, nickels, dimes and quarters).
[C, CN, V] ¾ Represent a given number, using tallies.
¾ Represent a given number pictorially.
¾ Represent a given number, using expressions; e.g., 24 + 6, 15 + 15, 40 – 10.
¾ Read a given number (0–100) in symbolic or word form.
¾ Record a given number (0–20) in words.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Grade 2) / 63
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 2
6. Estimate quantities to 100, using referents. ¾ Estimate a given quantity by comparing it to a referent (known quantity).
[C, ME, PS, R] ¾ Estimate the number of groups of ten in a given quantity, using 10 as a referent.
¾ Select between two possible estimates for a given quantity, and explain the choice.
7. Illustrate, concretely and pictorially, the meaning of ¾ Explain and show with counters the meaning of each digit for a given 2-digit numeral with
place value for numerals to 100. both digits the same; e.g., for the numeral 22, the first digit represents two tens (twenty
[C, CN, R, V] counters) and the second digit represents two ones (two counters).
¾ Count the number of objects in a given set, using groups of 10s and 1s, and record the result as
a 2-digit numeral under the headings 10s and 1s.
¾ Describe a given 2-digit numeral in at least two ways; e.g., 24 as two 10s and four 1s, twenty
and four, two groups of ten and four left over, and twenty-four ones.
¾ Illustrate, using ten frames and diagrams, that a given numeral consists of a certain number of
groups of ten and a certain number of ones.
¾ Illustrate, using base 10 materials, that a given numeral consists of a certain number of tens
and a certain number of ones.
¾ Explain why the value of a digit depends on its placement within a numeral.
8. Demonstrate and explain the effect of adding zero to, ¾ Add zero to a given number, and explain why the sum is the same as the given number.
or subtracting zero from, any number. ¾ Subtract zero from a given number, and explain why the difference is the same as the given
[C, R] number.
64 / Outcomes with Achievement Indicators (Grade 2) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 2
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Grade 2) / 65
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 2
Strand: Patterns and Relations (Patterns) General Outcome: Use patterns to describe the world and to solve problems.
2. Demonstrate an understanding of increasing patterns ¾ Identify and describe increasing patterns in a variety of given contexts; e.g., hundred chart,
by: number line, addition tables, calendar, tiling pattern or drawings.
• describing ¾ Represent the relationship in a given increasing pattern, concretely and pictorially.
• reproducing
¾ Identify errors in a given increasing pattern.
• extending
• creating
¾ Explain the rule used to create a given increasing pattern.
numerical (numbers to 100) and non-numerical ¾ Create an increasing pattern, and explain the pattern rule.
patterns using manipulatives, diagrams, sounds and ¾ Represent a given increasing pattern, using another mode; e.g., colour to shape.
actions. ¾ Solve a given problem, using increasing patterns.
[C, CN, PS, R, V] ¾ Identify and describe increasing patterns in the environment; e.g., house/room numbers, book
pages, calendar, pine cones, leap years.
¾ Determine missing elements in a given concrete, pictorial or symbolic increasing pattern, and
explain the reasoning.
3. Sort a set of objects, using two attributes, and explain ¾ Determine the differences between two given pre-sorted sets, and explain the sorting rule.
the sorting rule. ¾ Identify and name two common attributes of items within a given sorted group.
[C, CN, R, V]
¾ Choose two attributes to sort a given set of objects, sort the set, and explain the sorting rule.
66 / Outcomes with Achievement Indicators (Grade 2) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 2
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations)
5. Record equalities and inequalities symbolically, ¾ Determine whether two sides of a given number sentence are equal (=) or not equal (≠). Write
using the equal symbol or the not equal symbol. the appropriate symbol and justify the answer.
[C, CN, R, V] ¾ Model equalities, using a variety of concrete representations, and record the equalities
symbolically.
¾ Model inequalities, using a variety of concrete representations, and record the inequalities
symbolically.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Grade 2) / 67
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 2
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
2. Relate the size of a unit of measure to the number of ¾ Explain why one of two given nonstandard units may be a better choice for measuring the
units (limited to nonstandard units) used to measure length of an object.
length and mass (weight). ¾ Explain why one of two given nonstandard units may be a better choice for measuring the
[C, CN, ME, R, V] mass (weight) of an object.
¾ Select a nonstandard unit for measuring the length or mass (weight) of an object, and explain
why it was chosen.
¾ Estimate the number of nonstandard units needed for a given measurement task.
¾ Explain why the number of units of a measurement will vary depending upon the unit of
measure used.
3. Compare and order objects by length, height, ¾ Estimate, measure and record the length, height, distance around or mass (weight) of a given
distance around and mass (weight), using object, using nonstandard units.
nonstandard units, and make statements of ¾ Compare and order the measure of two or more objects in ascending or descending order, and
comparison. explain the method of ordering.
[C, CN, ME, R, V]
68 / Outcomes with Achievement Indicators (Grade 2) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 2
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
(continued)
4. Measure length to the nearest nonstandard unit by: ¾ Explain why overlapping or leaving gaps does not result in accurate measures.
• using multiple copies of a unit ¾ Count the number of nonstandard units required to measure the length of a given object, using
• using a single copy of a unit (iteration process). a single copy or multiple copies of a unit.
[C, ME, R, V]
¾ Estimate and measure a given object, using multiple copies of a nonstandard unit and using a
single copy of the same unit many times, and explain the results.
¾ Estimate and measure, using nonstandard units, a given length that is not a straight line.
5. Demonstrate that changing the orientation of an ¾ Measure a given object, change the orientation, re-measure, and explain the results.
object does not alter the measurements of its
attributes.
[C, R, V]
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Grade 2) / 69
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 2
Strand: Shape and Space General Outcome: Describe the characteristics of 3-D objects and 2-D shapes,
(3-D Objects and 2-D Shapes) and analyze the relationships among them.
7. Describe, compare and construct 3-D objects, ¾ Sort a given set of 3-D objects, and explain the sorting rule.
including: ¾ Identify common attributes of cubes, spheres, cones, cylinders and pyramids from given sets of
• cubes the same 3-D objects.
• spheres
¾ Identify and describe given 3-D objects with different dimensions.
• cones
• cylinders ¾ Identify and describe given 3-D objects with different orientations.
• pyramids. ¾ Create and describe a representation of a given 3-D object, using materials such as modelling
[C, CN, R, V] clay.
¾ Identify examples of cubes, spheres, cones, cylinders and pyramids found in the environment.
70 / Outcomes with Achievement Indicators (Grade 2) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 2
Strand: Shape and Space General Outcome: Describe the characteristics of 3-D objects and 2-D shapes,
(3-D Objects and 2-D Shapes) and analyze the relationships among them.
(continued)
8. Describe, compare and construct 2-D shapes, ¾ Sort a given set of 2-D shapes, and explain the sorting rule.
including: ¾ Identify common attributes of triangles, squares, rectangles and circles from given sets of the
• triangles same 2-D shapes.
• squares
¾ Identify given 2-D shapes with different dimensions.
• rectangles
• circles. ¾ Identify given 2-D shapes with different orientations.
[C, CN, R, V] ¾ Create a model to represent a given 2-D shape.
¾ Create a pictorial representation of a given 2-D shape.
9. Identify 2-D shapes as parts of 3-D objects in the ¾ Compare and match a given 2-D shape, such as a triangle, square, rectangle or circle, to the
environment. faces of 3-D objects in the environment.
[C, CN, R, V] ¾ Name the 2-D faces of a given 3-D object.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Grade 2) / 71
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 2
Strand: Statistics and Probability General Outcome: Collect, display and analyze data to solve problems.
(Data Analysis)
72 / Outcomes with Achievement Indicators (Grade 2) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 3
2. Represent and describe numbers to 1000, concretely, ¾ Read a given three-digit numeral without using the word and; e.g., 321 is three hundred
pictorially and symbolically. twenty-one, NOT three hundred AND twenty-one.
[C, CN, V] ¾ Read a given number word (0 to 1000).
¾ Represent a given number as an expression; e.g., 300 – 44 or 20 + 236 for 256.
¾ Represent a given number, using manipulatives such as base ten materials.
¾ Represent a given number pictorially.
¾ Write number words for given multiples of ten to 90.
¾ Write number words for given multiples of a hundred to 900.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Grade 3) / 73
©Alberta Education, Alberta, Canada 2007
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 3
4. Estimate quantities less than 1000, using ¾ Estimate the number of groups of ten in a given quantity, using 10 as a referent (known quantity).
referents. ¾ Estimate the number of groups of a hundred in a given quantity, using 100 as a referent.
[ME, PS, R, V] ¾ Estimate a given quantity by comparing it to a referent.
¾ Select an estimate for a given quantity by choosing among three possible choices.
¾ Select and justify a referent for determining an estimate for a given quantity.
5. Illustrate, concretely and pictorially, the meaning ¾ Record, in more than one way, the number represented by given proportional materials (e.g., base-
of place value for numerals to 1000. ten materials) and non-proportional materials (e.g., money).
[C, CN, R, V] ¾ Represent a given number in different ways, using proportional and non-proportional materials,
and explain how the representations are equivalent; e.g., 351 can be represented as three 100s, five
10s and one 1; or two 100s, fifteen 10s and one 1; or three 100s, four 10s and eleven 1s.
¾ Explain and show, with counters, the meaning of each digit for a given 3-digit numeral with all
digits the same; e.g., for the numeral 222, the first digit represents two hundreds (two hundred
counters) the second digit represents two tens (twenty counters) and the third digit represents two
ones (two counters).
¾ Explain, using concrete materials, the meaning of zero as a place holder in a given number.
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7. Describe and apply mental mathematics strategies ¾ Subtract two given 2-digit numerals, using a mental mathematics strategy, and explain or model
for subtracting two 2-digit numerals, such as: the strategy used.
• taking the subtrahend to the nearest multiple of ¾ Explain how to use the “taking the subtrahend to the nearest multiple of ten and then
ten and then compensating compensating” strategy; e.g., to determine the difference of 48 – 19, think 48 – 20 + 1.
• thinking of addition
¾ Explain how to use the “adding on” strategy; e.g., to determine the difference of 62 – 45, think
• using doubles.
45 + 5, then 50 + 12 and then 5 + 12.
[C, CN, ME, PS, R, V]
¾ Explain how to use the “using doubles” strategy; e.g., to determine the difference of 24 – 12,
think 12 + 12 = 24.
¾ Apply a mental mathematics strategy for subtracting two given 2-digit numerals.
8. Apply estimation strategies to predict sums and ¾ Estimate the solution for a given problem involving the sum of two 2-digit numerals;
differences of two 2-digit numerals in a e.g., to estimate the sum of 43 + 56, use 40 + 50 (the sum is close to 90).
problem-solving context. ¾ Estimate the solution for a given problem involving the difference of two 2-digit numerals;
[C, ME, PS, R] e.g., to estimate the difference of 56 – 23, use 50 – 20 (the difference is close to 30).
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10. Apply mental mathematics strategies and number ¾ Describe a mental mathematics strategy that could be used to determine a given basic fact,
properties, such as: such as:
• using doubles • doubles; e.g., for 6 + 8, think 7 + 7
• making 10 • doubles plus one; e.g., for 6 + 7, think 6 + 6 + 1
• using the commutative property • doubles take away one; e.g., for 6 + 7, think 7 + 7 – 1
• using the property of zero • doubles plus two; e.g., for 6 + 8, think 6 + 6 + 2
• thinking addition for subtraction • doubles take away two; e.g., for 6 + 8, think 8 + 8 – 2
for basic addition facts and related subtraction facts • making 10; e.g., for 6 + 8, think 6 + 4 + 4 or 8 + 2 + 4
to 18. • commutative property; e.g., for 3 + 9, think 9 + 3
[C, CN, ME, PS, R, V] • addition for subtraction; e.g., for 13 – 7, think 7 + ? = 13.
¾ Provide a rule for determining answers when adding and subtracting zero.
¾ Apply a mental mathematics strategy to provide a solution to a given basic addition or
subtraction fact to 18.
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12. Demonstrate an understanding of division (limited to ¾ Identify events from experience that can be described as equal sharing.
division related to multiplication facts up to 5 × 5) ¾ Identify events from experience that can be described as equal grouping.
by: ¾ Illustrate, with counters or a diagram, a given story problem, presented orally, that involves
• representing and explaining division using equal
equal sharing; and solve the problem.
sharing and equal grouping
¾ Illustrate, with counters or a diagram, a given story problem, presented orally, that involves
• creating and solving problems in context that
equal grouping; and solve the problem.
involve equal sharing and equal grouping
• modelling equal sharing and equal grouping ¾ Listen to a story problem; represent the numbers, using manipulatives or a sketch; and record
using concrete and visual representations, and the problem with a number sentence.
recording the process symbolically ¾ Create and illustrate, with counters, a story problem for a given number sentence; e.g.,
• relating division to repeated subtraction 6 ÷ 3 = 2.
• relating division to multiplication. ¾ Represent a given division expression as repeated subtraction.
[C, CN, PS, R] ¾ Represent a given repeated subtraction as a division expression.
¾ Relate division to multiplication by using arrays and writing related number sentences.
¾ Solve a given problem involving division.
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and Estimation [V] Visualization
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[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 3
Strand: Patterns and Relations (Patterns) General Outcome: Use patterns to describe the world and to solve problems.
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[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
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Strand: Patterns and Relations (Patterns) General Outcome: Use patterns to describe the world and to solve problems.
(continued)
2. Demonstrate an understanding of decreasing patterns ¾ Describe a given decreasing pattern by stating a pattern rule that includes the starting point and
by: a description of how the pattern continues.
• describing ¾ Identify the pattern rule of a given decreasing pattern, and extend the pattern for the next three
• extending terms.
• comparing ¾ Identify and explain errors in a given decreasing pattern.
• creating
¾ Identify and describe various decreasing patterns found on a hundred chart, such as horizontal,
numerical (numbers to 1000) and non-numerical
vertical and diagonal patterns.
patterns using manipulatives, diagrams, sounds and
actions. ¾ Compare decreasing numeric patterns of counting backward by 2s, 5s, 10s, 25s and 100s.
[C, CN, PS, R, V] ¾ Create a concrete, pictorial or symbolic decreasing pattern for a given pattern rule.
¾ Create a concrete, pictorial or symbolic decreasing pattern; and describe the relationship, using
a pattern rule.
¾ Solve a given problem, using decreasing patterns.
¾ Identify and describe decreasing patterns in the environment.
¾ Identify and apply a pattern rule to determine missing elements for a given pattern.
¾ Describe the strategy used to determine missing elements in a given decreasing pattern.
3. Sort objects or numbers, using one or more than one ¾ Classify a given set of numbers according to the number of digits.
attribute. ¾ Classify a given set of numbers as odd or even.
[C, CN, R, V] ¾ Classify a given set of numbers as fractions or whole numbers.
¾ Determine the difference between two given pre-sorted sets of objects that have been sorted
based on two attributes, and explain a possible sorting rule used to sort them.
¾ Record the sorting of a set of objects, using tools such as Venn diagrams.
¾ Sort a given set of objects or numbers in more than one way, and explain how the sorting rules
are different.
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and Estimation [V] Visualization
Grade 3
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations)
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[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 3
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
2. Relate the number of seconds to a minute, the ¾ Determine the number of days in any given month, using a calendar.
number of minutes to an hour and the number of days ¾ Solve a given problem involving the number of seconds in a minute, minutes in an hour or
to a month in a problem-solving context. days in a given month.
[C, CN, PS, R, V]
¾ Create a calendar that includes days of the week, dates and personal events.
3. Demonstrate an understanding of measuring length ¾ Provide a personal referent for one centimetre, and explain the choice.
(cm, m) by: ¾ Provide a personal referent for one metre, and explain the choice.
• selecting and justifying referents for the units
cm and m ¾ Match a given standard unit to a given referent.
• modelling and describing the relationship ¾ Show that 100 cm is equivalent to 1 m by using concrete materials.
between the units cm and m ¾ Estimate the length of an object, using personal referents.
• estimating length, using referents
¾ Determine and record the length and width of a given 2-D shape.
• measuring and recording length, width and
height. ¾ Determine and record the length, width or height of a given 3-D object.
[C, CN, ME, PS, R, V] ¾ Draw a line segment of a given length, using a ruler.
¾ Sketch a line segment of a given length without using a ruler.
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[ME] Mental Mathematics [T] Technology
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Grade 3
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
(continued)
4. Demonstrate an understanding of measuring mass ¾ Provide a personal referent for one gram, and explain the choice.
(g, kg) by: ¾ Provide a personal referent for one kilogram, and explain the choice.
• selecting and justifying referents for the units
¾ Match a given standard unit to a given referent.
g and kg
• modelling and describing the relationship ¾ Explain the relationship between 1000 g and 1 kg, using a model.
between the units g and kg ¾ Estimate the mass of a given object, using personal referents.
• estimating mass, using referents ¾ Determine and record the mass of a given 3-D object.
• measuring and recording mass.
¾ Measure, using a scale, and record, using the units g and kg, the mass of given everyday
[C, CN, ME, PS, R, V]
objects.
¾ Provide examples of 3-D objects that have a mass of approximately 1 g, 100 g and 1 kg.
¾ Determine the mass of two given similar objects with different masses, and explain the results.
¾ Determine the mass of an object, change its shape, re-measure its mass, and explain the
results.
5. Demonstrate an understanding of perimeter of ¾ Measure and record the perimeter of a given regular shape, and explain the strategy used.
regular and irregular shapes by: ¾ Measure and record the perimeter of a given irregular shape, and explain the strategy used.
• estimating perimeter, using referents for cm or m
¾ Construct a shape for a given perimeter (cm, m).
• measuring and recording perimeter
(cm, m) ¾ Construct or draw more than one shape for a given perimeter.
• constructing different shapes for a given ¾ Estimate the perimeter of a given shape (cm, m), using personal referents.
perimeter (cm, m) to demonstrate that many
shapes are possible for a perimeter.
[C, ME, PS, R, V]
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Grade 3
Strand: Shape and Space General Outcome: Describe the characteristics of 3-D objects and 2-D shapes,
(3-D Objects and 2-D Shapes) and analyze the relationships among them.
7. Sort regular and irregular polygons, including: ¾ Classify a given set of regular and irregular polygons according to the number of sides.
• triangles ¾ Identify given regular and irregular polygons that have different dimensions.
• quadrilaterals
¾ Identify given regular and irregular polygons that have different orientations.
• pentagons
• hexagons
• octagons
according to the number of sides.
[C, CN, R, V]
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[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 3
Strand: Statistics and Probability General Outcome: Collect, display and analyze data to solve problems.
(Data Analysis)
2. Construct, label and interpret bar graphs to solve ¾ Determine the common attributes, titles and axes of bar graphs by comparing bar graphs in a
problems. given set.
[C, PS, R, V] ¾ Create a bar graph, labelling the title and axes, to represent a given set of data.
[ICT: C4–1.3, C7–1.3, C7–1.4]
¾ Draw conclusions from a given bar graph to solve problems.
¾ Solve problems by constructing and interpreting a bar graph.
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Grade 4
2. Compare and order numbers to 10 000. ¾ Order a given set of numbers in ascending or descending order, and explain the order by
[C, CN, V] making references to place value.
¾ Create and order three different 4-digit numerals.
¾ Identify the missing numbers in an ordered sequence or on a number line.
¾ Identify incorrectly placed numbers in an ordered sequence or on a number line.
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[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 4
5. Describe and apply mental mathematics strategies, ¾ Provide examples for applying mental mathematics strategies:
such as: • skip counting from a known fact; e.g., for 3 × 6, think 3 × 5 = 15 plus 3 = 18
• skip counting from a known fact
• using doubling or halving • doubling; e.g., for 4 × 3, think 2 × 3 = 6 and 4 × 3 = 6 + 6
• using doubling or halving and adding or • doubling and adding one more group; e.g., for 3 × 7, think 2 × 7 = 14 and 14 + 7 = 21
subtracting one more group • use ten facts when multiplying by 9; e.g., for 9 × 6, think 10 × 6 = 60 and 60 – 6 = 54;
• using patterns in the 9s facts
for 7 × 9, think 7 × 10 = 70 and 70 – 7 = 63
• using repeated doubling
to determine basic multiplication facts to 9 × 9 and • halving; e.g., if 4 × 6 is equal to 24, then 2 × 6 is equal to 12
related division facts. • relating division to multiplication; e.g., for 64 ÷ 8, think 8 × = 64
[C, CN, ME, R] • repeated doubling; e.g., for 4 × 6, think 2 × 6 = 12 and 2 × 12 = 24.
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[ME] Mental Mathematics [T] Technology
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7. Demonstrate an understanding of division (1-digit (It is not intended that remainders be expressed as decimals or fractions.)
divisor and up to 2-digit dividend) to solve problems ¾ Solve a given division problem without a remainder, using arrays or base ten materials, and
by: connect this process to the symbolic representation.
• using personal strategies for dividing with and
¾ Solve a given division problem with a remainder, using arrays or base ten materials, and
without concrete materials
connect this process to the symbolic representation.
• estimating quotients
• relating division to multiplication. ¾ Solve a given division problem, using a personal strategy, and record the process.
[C, CN, ME, PS, R, V] ¾ Refine personal strategies to increase their efficiency.
¾ Create and solve a division problem involving a 1- or 2-digit dividend, and record the process.
¾ Estimate a quotient, using a personal strategy; e.g., 86 ÷ 4 is close to 80 ÷ 4 or close to
80 ÷ 5.
¾ Solve a given division problem by relating division to multiplication; e.g., for 100 ÷ 4, we
know that 4 × 25 = 100, so 100 ÷ 4 = 25.
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9. Represent and describe decimals (tenths and ¾ Write the decimal for a given concrete or pictorial representation of part of a set, part of a
hundredths), concretely, pictorially and symbolically. region or part of a unit of measure.
[C, CN, R, V] ¾ Represent a given decimal, using concrete materials or a pictorial representation.
¾ Explain the meaning of each digit in a given decimal with all digits the same.
¾ Represent a given decimal, using money values (dimes and pennies).
¾ Record a given money value, using decimals.
¾ Provide examples of everyday contexts in which tenths and hundredths are used.
¾ Model, using manipulatives or pictures, that a given tenth can be expressed as a hundredth;
e.g., 0.9 is equivalent to 0.90, or 9 dimes is equivalent to 90 pennies.
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11. Demonstrate an understanding of addition and ¾ Predict sums and differences of decimals, using estimation strategies.
subtraction of decimals (limited to hundredths) by:
¾ Determine the sum or difference of two given decimal numbers, using a mental mathematics
• using personal strategies to determine sums and
strategy, and explain the strategy.
differences
• estimating sums and differences ¾ Refine personal strategies to increase their efficiency.
• using mental mathematics strategies ¾ Solve problems, including money problems, which involve addition and subtraction of
to solve problems. decimals, limited to hundredths.
[C, ME, PS, R, V] ¾ Determine the approximate solution of a given problem not requiring an exact answer.
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Grade 4
Strand: Patterns and Relations (Patterns) General Outcome: Use patterns to describe the world and to solve problems.
2. Translate among different representations of a ¾ Create a concrete representation of a given pattern displayed in a table or chart.
pattern, such as a table, a chart or concrete materials. ¾ Create a table or chart from a given concrete representation of a pattern.
[C, CN, V]
3. Represent, describe and extend patterns and ¾ Translate the information in a given problem into a table or chart.
relationships, using charts and tables, to solve ¾ Identify and extend the patterns in a table or chart to solve a given problem.
problems.
[C, CN, PS, R, V]
[ICT: C6–2.3]
4. Identify and explain mathematical relationships, ¾ Complete a given Carroll diagram to solve a problem.
using charts and diagrams, to solve problems. ¾ Determine where new elements belong in a given Carroll diagram.
[CN, PS, R, V]
¾ Identify a sorting rule for a given Venn diagram.
[ICT: C6–2.3]
¾ Describe the relationship shown in a given Venn diagram when the circles intersect, when one
circle is contained in the other and when the circles are separate.
¾ Determine where new elements belong in a given Venn diagram.
¾ Solve a given problem by using a chart or diagram to identify mathematical relationships.
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[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 4
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations)
6. Solve one-step equations involving a symbol to ¾ Represent and solve a given one-step equation concretely, pictorially or symbolically.
represent an unknown number. ¾ Solve a given one-step equation, using guess and test.
[C, CN, PS, R, V]
¾ Describe, orally, the meaning of a given one-step equation with one unknown.
¾ Solve a given equation when the unknown is on the left or right side of the equation.
¾ Represent and solve a given addition or subtraction problem involving a “part-part-whole” or
comparison context, using a symbol to represent the unknown.
¾ Represent and solve a given multiplication or division problem involving equal grouping or
partitioning (equal sharing), using a symbol to represent the unknown.
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[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 4
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
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[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 4
Strand: Shape and Space General Outcome: Describe the characteristics of 3-D objects and 2-D shapes,
(3-D Objects and 2-D Shapes) and analyze the relationships among them.
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[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 4
Strand: Shape and Space (Transformations) General Outcome: Describe and analyze position and motion of objects and
shapes.
6. Demonstrate an understanding of line symmetry by: ¾ Identify the characteristics of given symmetrical and non-symmetrical 2-D shapes.
• identifying symmetrical 2-D shapes ¾ Sort a given set of 2-D shapes as symmetrical and non-symmetrical.
• creating symmetrical 2-D shapes
¾ Complete a symmetrical 2-D shape, given half the shape and its line of symmetry.
• drawing one or more lines of symmetry in a
2-D shape. ¾ Identify lines of symmetry of a given set of 2-D shapes, and explain why each shape is
[C, CN, V] symmetrical.
¾ Determine whether or not a given 2-D shape is symmetrical by using an image reflector or by
folding and superimposing.
¾ Create a symmetrical shape with and without manipulatives.
¾ Provide examples of symmetrical shapes found in the environment, and identify the line(s) of
symmetry.
¾ Sort a given set of 2-D shapes as those that have no lines of symmetry, one line of symmetry or
more than one line of symmetry.
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[ME] Mental Mathematics [T] Technology
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Grade 4
Strand: Statistics and Probability General Outcome: Collect, display and analyze data to solve problems.
(Data Analysis)
2. Construct and interpret pictographs and bar graphs ¾ Identify an interval and correspondence for displaying a given set of data in a graph, and
involving many-to-one correspondence to draw justify the choice.
conclusions. ¾ Create and label (with categories, title and legend) a pictograph to display a given set of data,
[C, PS, R, V] using many-to-one correspondence, and justify the choice of correspondence used.
¾ Create and label (with axes and title) a bar graph to display a given set of data, using
many-to-one correspondence, and justify the choice of interval used.
¾ Answer a given question, using a given graph in which data is displayed using many-to-one
correspondence.
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2. Use estimation strategies, including: ¾ Provide a context for when estimation is used to:
• front-end rounding • make predictions
• compensation • check the reasonableness of an answer
• compatible numbers • determine approximate answers.
in problem-solving contexts. ¾ Describe contexts in which overestimating is important.
[C, CN, ME, PS, R, V] ¾ Determine the approximate solution to a given problem not requiring an exact answer.
¾ Estimate a sum or product, using compatible numbers.
¾ Estimate the solution to a given problem, using compensation, and explain the reason for
compensation.
¾ Select and use an estimation strategy for a given problem.
¾ Apply front-end rounding to estimate:
• sums; e.g., 253 + 615 is more than 200 + 600 = 800
• differences; e.g., 974 – 250 is close to 900 – 200 = 700
• products; e.g., the product of 23 × 24 is greater than 20 × 20 (400) and less than
25 × 25 (625)
• quotients; e.g., the quotient of 831 ÷ 4 is greater than 800 ÷ 4 (200).
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[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
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10. Compare and order decimals (to thousandths) by ¾ Order a given set of decimals by placing them on a number line that contains the benchmarks
using: 0.0, 0.5 and 1.0.
• benchmarks ¾ Order a given set of decimals including only tenths, using place value.
• place value ¾ Order a given set of decimals including only hundredths, using place value.
• equivalent decimals.
¾ Order a given set of decimals including only thousandths, using place value.
[C, CN, R, V]
¾ Explain what is the same and what is different about 0.2, 0.20 and 0.200.
¾ Order a given set of decimals including tenths, hundredths and thousandths, using equivalent
decimals; e.g., 0.92, 0.7, 0.9, 0.876, 0.925 in order is: 0.700, 0.876, 0.900, 0.920, 0.925.
11. Demonstrate an understanding of addition and ¾ Place the decimal point in a sum or difference, using front-end estimation; e.g., for
subtraction of decimals (limited to thousandths). 6.3 + 0.25 + 306.158, think 6 + 306, so the sum is greater than 312.
[C, CN, PS, R, V] ¾ Correct errors of decimal point placements in sums and differences without using paper and
pencil.
¾ Explain why keeping track of place value positions is important when adding and subtracting
decimals.
¾ Predict sums and differences of decimals, using estimation strategies.
¾ Solve a given problem that involves addition and subtraction of decimals, limited to thousandths.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 5
Strand: Patterns and Relations (Patterns) General Outcome: Use patterns to describe the world and to solve problems.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 5
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations)
3. Solve problems involving single-variable, one-step ¾ Express a given problem as an equation where the unknown is represented by a letter variable.
equations with whole number coefficients and whole ¾ Solve a given single-variable equation with the unknown in any of the terms; e.g., n + 2 = 5,
number solutions. 4 + a = 7, 6 = r – 2, 10 = 2c.
[C, CN, PS, R]
¾ Identify the unknown in a problem; represent the problem with an equation; and solve the
problem concretely, pictorially or symbolically.
¾ Create a problem for a given equation.
102 / Outcomes with Achievement Indicators (Grade 5) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 5
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
2. Design and construct different rectangles, given ¾ Construct or draw two or more rectangles for a given perimeter in a problem-solving context.
either perimeter or area, or both (whole numbers), ¾ Construct or draw two or more rectangles for a given area in a problem-solving context.
and make generalizations.
¾ Determine the shape that will result in the greatest area for any given perimeter.
[C, CN, PS, R, V]
¾ Determine the shape that will result in the least area for any given perimeter.
¾ Provide a real-life context for when it is important to consider the relationship between area
and perimeter.
3. Demonstrate an understanding of measuring length ¾ Provide a referent for one millimetre, and explain the choice.
(mm) by: ¾ Provide a referent for one centimetre, and explain the choice.
• selecting and justifying referents for the unit mm
¾ Provide a referent for one metre, and explain the choice.
• modelling and describing the relationship
between mm and cm units, and between mm and ¾ Show that 10 millimetres is equivalent to 1 centimetre, using concrete materials; e.g., a ruler.
m units. ¾ Show that 1000 millimetres is equivalent to 1 metre, using concrete materials; e.g., a metre
[C, CN, ME, PS, R, V] stick.
¾ Provide examples of when millimetres are used as the unit of measure.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 5
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
(continued)
4. Demonstrate an understanding of volume by: ¾ Identify the cube as the most efficient unit for measuring volume, and explain why.
3 3
• selecting and justifying referents for cm or m ¾ Provide a referent for a cubic centimetre, and explain the choice.
units ¾ Provide a referent for a cubic metre, and explain the choice.
3 3
• estimating volume, using referents for cm or m
3
• measuring and recording volume (cm or m )
3 ¾ Determine which standard cubic unit is represented by a given referent.
• constructing right rectangular prisms for a given ¾ Estimate the volume of a given 3-D object, using personal referents.
volume. ¾ Determine the volume of a given 3-D object, using manipulatives, and explain the strategy.
[C, CN, ME, PS, R, V]
¾ Construct a right rectangular prism for a given volume.
¾ Construct more than one right rectangular prism for the same given volume.
5. Demonstrate an understanding of capacity by: ¾ Demonstrate that 1000 millilitres is equivalent to 1 litre by filling a 1 litre container using a
• describing the relationship between mL and L combination of smaller containers.
• selecting and justifying referents for mL or L ¾ Provide a referent for a litre, and explain the choice.
units
• estimating capacity, using referents for mL or L
¾ Provide a referent for a millilitre, and explain the choice.
• measuring and recording capacity (mL or L). ¾ Determine the capacity unit of a given referent.
[C, CN, ME, PS, R, V] ¾ Estimate the capacity of a given container, using personal referents.
¾ Determine the capacity of a given container, using materials that take the shape of the inside of
the container (e.g., a liquid, rice, sand, beads), and explain the strategy.
104 / Outcomes with Achievement Indicators (Grade 5) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 5
Strand: Shape and Space General Outcome: Describe the characteristics of 3-D objects and 2-D shapes,
(3-D Objects and 2-D Shapes) and analyze the relationships among them.
7. Identify and sort quadrilaterals, including: ¾ Identify and describe the characteristics of a pre-sorted set of quadrilaterals.
• rectangles ¾ Sort a given set of quadrilaterals, and explain the sorting rule.
• squares
¾ Sort a given set of quadrilaterals according to the lengths of the sides.
• trapezoids
• parallelograms ¾ Sort a given set of quadrilaterals according to whether or not opposite sides are parallel.
• rhombuses
according to their attributes.
[C, R, V]
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 5
Strand: Shape and Space (Transformations) General Outcome: Describe and analyze position and motion of objects and
shapes.
9. Perform, concretely, a single transformation ¾ Translate a given 2-D shape horizontally, vertically or diagonally, and draw the resultant
(translation, rotation or reflection) of a 2-D shape, image.
and draw the image. ¾ Rotate a given 2-D shape about a vertex, and describe the direction of rotation (clockwise or
[C, CN, T, V] counterclockwise) and the fraction of the turn (limited to ¼, ½, ¾ or full turn).
[ICT: C6–2.1]
¾ Reflect a given 2-D shape across a line of reflection, and draw the resultant image.
¾ Draw a 2-D shape, translate the shape, and record the translation by describing the direction
and magnitude of the movement.
¾ Draw a 2-D shape, rotate the shape about a vertex, and describe the direction of the turn
(clockwise or counterclockwise) and the fraction of the turn (limited to ¼, ½, ¾ or full turn).
¾ Draw a 2-D shape, reflect the shape, and identify the line of reflection and the distance of the
image from the line of reflection.
¾ Predict the result of a single transformation of a 2-D shape, and verify the prediction.
106 / Outcomes with Achievement Indicators (Grade 5) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 5
Strand: Statistics and Probability General Outcome: Collect, display and analyze data to solve problems.
(Data Analysis)
2. Construct and interpret double bar graphs to draw ¾ Determine the attributes (title, axes, intervals and legend) of double bar graphs by comparing a
conclusions. given set of double bar graphs.
[C, PS, R, T, V] ¾ Represent a given set of data by creating a double bar graph, label the title and axes, and create
[ICT: C6–2.2, P5–2.3] a legend without the use of technology.
¾ Draw conclusions from a given double bar graph to answer questions.
¾ Provide examples of double bar graphs used in a variety of print and electronic media, such as
newspapers, magazines and the Internet.
¾ Solve a given problem by constructing and interpreting a double bar graph.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 5
Strand: Statistics and Probability General Outcome: Use experimental or theoretical probabilities to represent and
(Chance and Uncertainty) solve problems involving uncertainty.
4. Compare the likelihood of two possible outcomes ¾ Identify outcomes from a given probability experiment that are less likely, equally likely or
occurring, using words such as: more likely to occur than other outcomes.
• less likely ¾ Design and conduct a probability experiment in which one outcome is less likely to occur than
• equally likely the other outcome.
• more likely.
¾ Design and conduct a probability experiment in which one outcome is equally likely to occur
[C, CN, PS, R]
as the other outcome.
¾ Design and conduct a probability experiment in which one outcome is more likely to occur
than the other outcome.
108 / Outcomes with Achievement Indicators (Grade 5) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 6
2. Solve problems involving whole numbers and ¾ Identify which operation is necessary to solve a given problem, and solve it.
decimal numbers. ¾ Determine the reasonableness of an answer.
[ME, PS, T]
¾ Estimate the solution to, and solve, a given problem.
[ICT: C6–2.4]
¾ Determine whether the use of technology is appropriate to solve a given problem, and explain
why.
¾ Use technology when appropriate to solve a given problem.
3. Demonstrate an understanding of factors and ¾ Identify multiples for a given number, and explain the strategy used to identify them.
multiples by: ¾ Determine all the whole number factors of a given number, using arrays.
• determining multiples and factors of numbers less
¾ Identify the factors for a given number, and explain the strategy used; e.g., concrete or visual
than 100
representations, repeated division by prime numbers, factor trees.
• identifying prime and composite numbers
• solving problems using multiples and factors. ¾ Provide an example of a prime number, and explain why it is a prime number.
[CN, PS, R, V] ¾ Provide an example of a composite number, and explain why it is a composite number.
¾ Sort a given set of numbers as prime and composite.
¾ Solve a given problem involving factors or multiples.
¾ Explain why 0 and 1 are neither prime nor composite.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 6
5. Demonstrate an understanding of ratio, concretely, ¾ Provide a concrete or pictorial representation for a given ratio.
pictorially and symbolically. ¾ Write a ratio from a given concrete or pictorial representation.
[C, CN, PS, R, V]
¾ Express a given ratio in multiple forms, such as 3:5, 53 or 3 to 5.
¾ Identify and describe ratios from real-life contexts, and record them symbolically.
¾ Explain the part/whole and part/part ratios of a set; e.g., for a group of 3 girls and 5 boys,
explain the ratios 3:5, 3:8 and 5:8.
¾ Solve a given problem involving ratio.
6. Demonstrate an understanding of percent (limited to ¾ Explain that “percent” means “out of 100.”
whole numbers), concretely, pictorially and ¾ Explain that percent is a ratio out of 100.
symbolically.
¾ Use concrete materials and pictorial representations to illustrate a given percent.
[C, CN, PS, R, V]
¾ Record the percent displayed in a given concrete or pictorial representation.
¾ Express a given percent as a fraction and a decimal.
¾ Identify and describe percents from real-life contexts, and record them symbolically.
¾ Solve a given problem involving percents.
110 / Outcomes with Achievement Indicators (Grade 6) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 6
8. Demonstrate an understanding of multiplication and ¾ Place the decimal point in a product, using front-end estimation; e.g., for 15.205 m × 4, think
division of decimals (1-digit whole number 15 m × 4, so the product is greater than 60 m.
multipliers and 1-digit natural number divisors).
¾ Place the decimal point in a quotient, using front-end estimation; e.g., for $26.83 ÷ 4, think
[C, CN, ME, PS, R, V]
$24 ÷ 4, so the quotient is greater than $6.
¾ Correct errors of decimal point placement in a given product or quotient without using paper
and pencil.
¾ Predict products and quotients of decimals, using estimation strategies.
¾ Solve a given problem that involves multiplication and division of decimals using multipliers
from 0 to 9 and divisors from 1 to 9.
9. Explain and apply the order of operations, excluding ¾ Explain, using examples, why there is a need to have a standardized order of operations.
exponents, with and without technology (limited to ¾ Apply the order of operations to solve multistep problems with and without technology;
whole numbers). e.g., a computer, a calculator.
[C, CN, ME, PS, T]
[ICT: C6–2.4, C6–2.7]
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 6
Strand: Patterns and Relations (Patterns) General Outcome: Use patterns to describe the world and to solve problems.
2. Demonstrate an understanding of the relationships ¾ Generate values in one column of a table of values, given values in the other column and a
within tables of values to solve problems. pattern rule.
[C, CN, PS, R] ¾ State, using mathematical language, the relationship in a given table of values.
[ICT: C6–2.3]
¾ Create a concrete or pictorial representation of the relationship shown in a table of values.
¾ Predict the value of an unknown term, using the relationship in a table of values, and verify the
prediction.
¾ Formulate a rule to describe the relationship between two columns of numbers in a table of
values.
¾ Identify missing elements in a given table of values.
¾ Identify errors in a given table of values.
¾ Describe the pattern within each column of a given table of values.
¾ Create a table of values to record and reveal a pattern to solve a given problem.
112 / Outcomes with Achievement Indicators (Grade 6) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 6
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations)
4. Express a given problem as an equation in which a ¾ Identify the unknown in a problem where the unknown could have more than one value, and
letter variable is used to represent an unknown represent the problem with an equation.
number. ¾ Create a problem for a given equation with one unknown.
[C, CN, PS, R]
¾ Identify the unknown in a problem; represent the problem with an equation; and solve the
problem concretely, pictorially or symbolically.
5. Demonstrate and explain the meaning of preservation ¾ Model the preservation of equality for addition, using concrete materials (e.g., a balance,
of equality, concretely and pictorially. pictorial representations), and explain and record the process.
[C, CN, PS, R, V] ¾ Model the preservation of equality for subtraction, using concrete materials (e.g., a balance,
pictorial representations), and explain and record the process.
¾ Model the preservation of equality for multiplication, using concrete materials (e.g., a balance,
pictorial representations), and explain and record the process.
¾ Model the preservation of equality for division, using concrete materials (e.g., a balance,
pictorial representations), and explain and record the process.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 6
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
2. Demonstrate that the sum of interior angles is: ¾ Explain, using models, that the sum of the interior angles of a triangle is the same for all
• 180° in a triangle triangles.
• 360° in a quadrilateral. ¾ Explain, using models, that the sum of the interior angles of a quadrilateral is the same for all
[C, R] quadrilaterals.
3. Develop and apply a formula for determining the: ¾ Explain, using models, how the perimeter of any polygon can be determined.
• perimeter of polygons ¾ Generalize a rule (formula) for determining the perimeter of polygons, including rectangles
• area of rectangles and squares.
• volume of right rectangular prisms.
¾ Explain, using models, how the area of any rectangle can be determined.
[C, CN, PS, R, V]
¾ Generalize a rule (formula) for determining the area of rectangles.
¾ Explain, using models, how the volume of any right rectangular prism can be determined.
¾ Generalize a rule (formula) for determining the volume of right rectangular prisms.
¾ Solve a given problem involving the perimeter of polygons, the area of rectangles and/or the
volume of right rectangular prisms.
114 / Outcomes with Achievement Indicators (Grade 6) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 6
Strand: Shape and Space General Outcome: Describe the characteristics of 3-D objects and 2-D shapes,
(3-D Objects and 2-D Shapes) and analyze the relationships among them.
5. Describe and compare the sides and angles of regular ¾ Sort a given set of 2-D shapes into polygons and non-polygons, and explain the sorting rule.
and irregular polygons. ¾ Demonstrate congruence (sides to sides and angles to angles) in a regular polygon by
[C, PS, R, V] superimposing.
¾ Demonstrate congruence (sides to sides and angles to angles) in a regular polygon by
measuring.
¾ Demonstrate that the sides of a given regular polygon are of the same length and that the
angles of a regular polygon are of the same measure.
¾ Sort a given set of polygons as regular or irregular, and justify the sorting.
¾ Identify and describe regular and irregular polygons in the environment.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 6
Strand: Shape and Space (Transformations) General Outcome: Describe and analyze position and motion of objects and
shapes.
7. Perform a combination of successive transformations ¾ Analyze a given design created by transforming one or more 2-D shapes, and identify the
of 2-D shapes to create a design, and identify and original shape(s) and the transformations used to create the design.
describe the transformations. ¾ Create a design using one or more 2-D shapes, and describe the transformations used.
[C, CN, T, V]
116 / Outcomes with Achievement Indicators (Grade 6) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 6
Strand: Shape and Space (Transformations) General Outcome: Describe and analyze position and motion of objects and
(continued) shapes.
8. Identify and plot points in the first quadrant of a ¾ Label the axes of the first quadrant of a Cartesian plane, and identify the origin.
Cartesian plane, using whole number ordered pairs. ¾ Plot a point in the first quadrant of a Cartesian plane, given its ordered pair.
[C, CN, V]
¾ Match points in the first quadrant of a Cartesian plane with their corresponding ordered pair.
¾ Plot points in the first quadrant of a Cartesian plane with intervals of 1, 2, 5 or 10 on its axes,
given whole number ordered pairs.
¾ Draw shapes or designs, given ordered pairs, in the first quadrant of a Cartesian plane.
¾ Determine the distance between points along horizontal and vertical lines in the first quadrant
of a Cartesian plane.
¾ Draw shapes or designs in the first quadrant of a Cartesian plane, and identify the points used
to produce them.
9. Perform and describe single transformations of a 2-D ¾ Identify the coordinates of the vertices of a given 2-D shape (limited to the first quadrant of a
shape in the first quadrant of a Cartesian plane Cartesian plane).
(limited to whole number vertices). ¾ Perform a transformation on a given 2-D shape, and identify the coordinates of the vertices of
[C, CN, PS, T, V] the image (limited to the first quadrant).
[ICT: C6–2.1]
¾ Describe the positional change of the vertices of a given 2-D shape to the corresponding
vertices of its image as a result of a transformation (limited to the first quadrant).
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 6
Strand: Statistics and Probability General Outcome: Collect, display and analyze data to solve problems.
(Data Analysis)
2. Select, justify and use appropriate methods of ¾ Select a method for collecting data to answer a given question, and justify the choice.
collecting data, including: ¾ Design and administer a questionnaire for collecting data to answer a given question, and record
• questionnaires the results.
• experiments
¾ Answer a given question by performing an experiment, recording the results and drawing a
• databases
conclusion.
• electronic media.
[C, CN, PS, R, T] ¾ Explain when it is appropriate to use a database as a source of data.
[ICT: C4–2.2, C6–2.2, C7–2.1, P2–2.1, P2–2.2] ¾ Gather data for a given question by using electronic media, including selecting data from
databases.
3. Graph collected data, and analyze the graph to solve ¾ Determine an appropriate type of graph for displaying a set of collected data, and justify the
problems. choice of graph.
[C, CN, PS, R, T] ¾ Solve a given problem by graphing data and interpreting the resulting graph.
[ICT: C6–2.5, C7–2.1, P2–2.1, P2–2.2]
118 / Outcomes with Achievement Indicators (Grade 6) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 6
Strand: Statistics and Probability General Outcome: Use experimental or theoretical probabilities to represent and
(Chance and Uncertainty) solve problems involving uncertainty.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
120 / Outcomes with Achievement Indicators (Grade 7) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
4. Demonstrate an understanding of the relationship (It is intended that repeating decimals be limited to decimals with 1 or 2 repeating digits.)
between positive terminating decimals and positive
1
fractions and between positive repeating decimals ¾ Predict the decimal representation of a given fraction, using patterns; e.g., = 0. 0 9 ,
and positive fractions. 11
[C, CN, R, T] 2 3
= 0. 1 8 , =?…
[ICT: P2–3.4] 11 11
¾ Match a given set of fractions to their decimal representations.
¾ Sort a given set of fractions as repeating or terminating decimals.
¾ Express a given fraction as a terminating or repeating decimal.
¾ Express a given repeating decimal as a fraction.
¾ Express a given terminating decimal as a fraction.
¾ Provide an example where the decimal representation of a fraction is an approximation of its
exact value.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
6. Demonstrate an understanding of addition and ¾ Explain, using concrete materials such as integer tiles and diagrams, that the sum of opposite
subtraction of integers, concretely, pictorially and integers is zero.
symbolically. ¾ Illustrate, using a number line, the results of adding or subtracting negative and positive
[C, CN, PS, R, V] integers; e.g., a move in one direction followed by an equivalent move in the opposite
direction results in no net change in position.
¾ Add two given integers, using concrete materials or pictorial representations, and record the
process symbolically.
¾ Subtract two given integers, using concrete materials or pictorial representations, and record
the process symbolically.
¾ Solve a given problem involving the addition and subtraction of integers.
122 / Outcomes with Achievement Indicators (Grade 7) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
Strand: Patterns and Relations (Patterns) General Outcome: Use patterns to describe the world and to solve problems.
2. Create a table of values from a linear relation, graph ¾ Create a table of values for a given linear relation by substituting values for the variable.
the table of values, and analyze the graph to draw ¾ Create a table of values, using a linear relation, and graph the table of values (limited to
conclusions and solve problems. discrete elements).
[C, CN, PS, R, V]
¾ Sketch the graph from a table of values created for a given linear relation, and describe the
[ICT: C7–3.1]
patterns found in the graph to draw conclusions; e.g., graph the relationship between n and
2n + 3.
¾ Describe, using everyday language in spoken or written form, the relationship shown on a
graph to solve problems.
¾ Match a set of linear relations to a set of graphs.
124 / Outcomes with Achievement Indicators (Grade 7) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations)
5. Evaluate an expression, given the value of the ¾ Substitute a value for an unknown in a given expression, and evaluate the expression.
variable(s).
[CN, R]
6. Model and solve, concretely, pictorially and ¾ Represent a given problem with a linear equation; and solve the equation, using concrete
symbolically, problems that can be represented by models, e.g., counters, integer tiles.
one-step linear equations of the form x + a = b, ¾ Draw a visual representation of the steps required to solve a given linear equation.
where a and b are integers. ¾ Solve a given problem, using a linear equation.
[CN, PS, R, V]
¾ Verify the solution to a given linear equation, using concrete materials and diagrams.
¾ Substitute a possible solution for the variable in a given linear equation into the original linear
equation to verify the equality.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations) (continued)
7. Model and solve, concretely, pictorially and ¾ Model a given problem with a linear equation; and solve the equation, using concrete models,
symbolically, problems that can be represented by e.g., counters, integer tiles.
linear equations of the form: ¾ Draw a visual representation of the steps used to solve a given linear equation.
• ax + b = c
¾ Solve a given problem, using a linear equation, and record the process.
• ax = b
x ¾ Verify the solution to a given linear equation, using concrete materials and diagrams.
• a = b, a ≠ 0 ¾ Substitute a possible solution for the variable in a given linear equation into the original
where a, b and c are whole numbers. linear equation to verify the equality.
[CN, PS, R, V]
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
2. Develop and apply a formula for determining the ¾ Illustrate and explain how the area of a rectangle can be used to determine the area of a
area of: triangle.
• triangles ¾ Generalize a rule to create a formula for determining the area of triangles.
• parallelograms
¾ Illustrate and explain how the area of a rectangle can be used to determine the area of a
• circles.
parallelogram.
[CN, PS, R, V]
¾ Generalize a rule to create a formula for determining the area of parallelograms.
¾ Illustrate and explain how to estimate the area of a circle without the use of a formula.
¾ Apply a formula for determining the area of a given circle.
¾ Solve a given problem involving the area of triangles, parallelograms and/or circles.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
Strand: Shape and Space (3-D Objects and General Outcome: Describe the characteristics of 3-D objects and 2-D shapes,
2-D Shapes) and analyze the relationships among them.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
Strand: Shape and Space (Transformations) General Outcome: Describe and analyze position and motion of objects and
shapes.
5. Perform and describe transformations (translations, (It is intended that the original shape and its image have vertices with integral coordinates.)
rotations or reflections) of a 2-D shape in all four
¾ Identify the coordinates of the vertices of a given 2-D shape on a Cartesian plane.
quadrants of a Cartesian plane (limited to integral
number vertices). ¾ Describe the horizontal and vertical movement required to move from a given point to another
[C, CN, PS, T, V] point on a Cartesian plane.
[ICT: C6–3.4] ¾ Describe the positional change of the vertices of a given 2-D shape to the corresponding
vertices of its image as a result of a transformation, or successive transformations, on a
Cartesian plane.
¾ Determine the distance between points along horizontal and vertical lines in a Cartesian plane.
¾ Perform a transformation or consecutive transformations on a given 2-D shape, and identify
coordinates of the vertices of the image.
¾ Describe the image resulting from the transformation of a given 2-D shape on a Cartesian
plane by identifying the coordinates of the vertices of the image.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
Strand: Statistics and Probability General Outcome: Collect, display and analyze data to solve problems.
(Data Analysis)
130 / Outcomes with Achievement Indicators (Grade 7) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 7
Strand: Statistics and Probability General Outcome: Use experimental or theoretical probabilities to represent and
(Chance and Uncertainty) solve problems involving uncertainty.
5. Identify the sample space (where the combined ¾ Provide an example of two independent events, such as:
sample space has 36 or fewer elements) for a • spinning a four section spinner and an eight-sided die
probability experiment involving two independent • tossing a coin and rolling a twelve-sided die
events. • tossing two coins
[C, ME, PS] • rolling two dice
and explain why they are independent.
¾ Identify the sample space (all possible outcomes) for each of two independent events, using a
tree diagram, table or other graphic organizer.
6. Conduct a probability experiment to compare the ¾ Determine the theoretical probability of a given outcome involving two independent events.
theoretical probability (determined using a tree ¾ Conduct a probability experiment for an outcome involving two independent events, with and
diagram, table or other graphic organizer) and without technology, to compare the experimental probability with the theoretical probability.
experimental probability of two independent events.
¾ Solve a given probability problem involving two independent events.
[C, PS, R, T]
[ICT: C7–3.2, P2–3.4]
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
2. Determine the approximate square root of numbers ¾ Estimate the square root of a given number that is not a perfect square, using the roots of
that are not perfect squares (limited to whole perfect squares as benchmarks.
numbers). ¾ Approximate the square root of a given number that is not a perfect square, using technology;
[C, CN, ME, R, T] e.g., a calculator, a computer.
[ICT: P2–3.4]
¾ Explain why the square root of a number shown on a calculator may be an approximation.
¾ Identify a number with a square root that is between two given numbers.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
5. Solve problems that involve rates, ratios and ¾ Explain the meaning of ba within a given context.
proportional reasoning.
[C, CN, PS, R] ¾ Provide a context in which ba represents a:
• fraction
• rate
• ratio
• quotient
• probability.
¾ Solve a given problem involving rate, ratio or percent.
134 / Outcomes with Achievement Indicators (Grade 8) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
136 / Outcomes with Achievement Indicators (Grade 8) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
Strand: Patterns and Relations (Patterns) General Outcome: Use patterns to describe the world and to solve problems.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations)
138 / Outcomes with Achievement Indicators (Grade 8) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
Specific Outcomes Achievement Indicators
It is expected that students will: The following set of indicators may be used to determine whether students have met the
corresponding specific outcome.
1. Develop and apply the Pythagorean theorem to solve ¾ Model and explain the Pythagorean theorem concretely, pictorially or using technology.
problems. ¾ Explain, using examples, that the Pythagorean theorem applies only to right triangles.
[CN, PS, R, T, V]
¾ Determine whether or not a given triangle is a right triangle by applying the Pythagorean
[ICT: P2–3.4]
theorem.
¾ Determine the measure of the third side of a right triangle, given the measures of the other two
sides, to solve a given problem.
¾ Solve a given problem that involves Pythagorean triples; e.g., 3, 4, 5 or 5, 12, 13.
2. Draw and construct nets for 3-D objects. ¾ Match a given net to the 3-D object it represents.
[C, CN, PS, V] ¾ Construct a 3-D object from a given net.
¾ Draw nets for a given right cylinder, right rectangular prism and right triangular prism, and
verify by constructing the 3-D objects from the nets.
¾ Predict 3-D objects that can be created from a given net, and verify the prediction.
3. Determine the surface area of: ¾ Explain, using examples, the relationship between the area of 2-D shapes and the surface area
• right rectangular prisms of a given 3-D object.
• right triangular prisms ¾ Identify all the faces of a given prism, including right rectangular and right triangular prisms.
• right cylinders
¾ Identify all the faces of a given right cylinder.
to solve problems.
[C, CN, PS, R, V] ¾ Describe and apply strategies for determining the surface area of a given right rectangular or
right triangular prism.
¾ Describe and apply strategies for determining the surface area of a given right cylinder.
¾ Solve a given problem involving surface area.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
(continued)
4. Develop and apply formulas for determining the ¾ Determine the volume of a given right prism, given the area of the base.
volume of right rectangular prisms, right triangular ¾ Generalize and apply a rule for determining the volume of right cylinders.
prisms and right cylinders.
¾ Explain the connection between the area of the base of a given right 3-D object and the
[C, CN, PS, R, V]
formula for the volume of the object.
¾ Demonstrate that the orientation of a given 3-D object does not affect its volume.
¾ Apply a formula to solve a given problem involving the volume of a right cylinder or a right
prism.
140 / Outcomes with Achievement Indicators (Grade 8) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
Strand: Shape and Space General Outcome: Describe the characteristics of 3-D objects and 2-D shapes,
(3-D Objects and 2-D Shapes) and analyze the relationships among them.
Specific Outcomes Achievement Indicators
It is expected that students will: The following set of indicators may be used to determine whether students have met the
corresponding specific outcome.
5. Draw and interpret top, front and side views of 3-D ¾ Draw and label the top, front and side views for a given 3-D object on isometric dot paper.
objects composed of right rectangular prisms. ¾ Compare different views of a given 3-D object to the object.
[C, CN, R, T, V]
¾ Predict the top, front and side views that will result from a described rotation (limited to
[ICT: C6–3.4]
multiples of 90º), and verify predictions.
¾ Draw and label the top, front and side views that result from a given rotation (limited to
multiples of 90º).
¾ Build a 3-D block object given the top, front and side views, with or without the use of
technology.
¾ Sketch and label the top, front and side views of a 3-D object in the environment, with or
without the use of technology.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
Strand: Shape and Space (Transformations) General Outcome: Describe and analyze position and motion of objects and
shapes.
142 / Outcomes with Achievement Indicators (Grade 8) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
Strand: Statistics and Probability General Outcome: Collect, display and analyze data to solve problems.
(Data Analysis)
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 8
Strand: Statistics and Probability General Outcome: Use experimental or theoretical probabilities to represent and
(Chance and Uncertainty) solve problems involving uncertainty.
144 / Outcomes with Achievement Indicators (Grade 8) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
2. Demonstrate an understanding of operations on ¾ Explain, using examples, the exponent laws of powers with integral bases (excluding base 0)
powers with integral bases (excluding base 0) and and whole number exponents.
whole number exponents: ¾ Evaluate a given expression by applying the exponent laws.
• (a m )(a n ) = a m + n ¾ Determine the sum of two given powers, e.g., 52 + 53, and record the process.
• am ÷ an = am−n , m > n ¾ Determine the difference of two given powers, e.g., 43 – 42, and record the process.
• (a m ) n = a mn ¾ Identify the error(s) in a given simplification of an expression involving powers.
• (ab) m = a m b m
n n
• ⎛ a ⎞ = a , b ≠ 0.
⎜ ⎟
⎝b⎠ bn
[C, CN, PS, R, T]
[ICT: P2–3.4]
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
4. Explain and apply the order of operations, including ¾ Solve a given problem by applying the order of operations without the use of technology.
exponents, with and without technology. ¾ Solve a given problem by applying the order of operations with the use of technology.
[PS, T]
¾ Identify the error in applying the order of operations in a given incorrect solution.
[ICT: P2–3.4]
5. Determine the square root of positive rational (Students should be aware of the existence of positive and negative square roots; however, at this
numbers that are perfect squares. grade, they should only work with the principal, positive square root.)
[C, CN, PS, R, T] ¾ Determine whether or not a given rational number is a square number, and explain the
[ICT: P2–3.4] reasoning.
¾ Determine the square root of a given positive rational number that is a perfect square.
¾ Identify the error made in a given calculation of a square root; e.g., is 3.2 the square root of
6.4?
¾ Determine a positive rational number, given the square root of that positive rational number.
6. Determine an approximate square root of positive ¾ Estimate the square root of a given rational number that is not a perfect square, using the roots
rational numbers that are non-perfect squares. of perfect squares as benchmarks.
[C, CN, PS, R, T] ¾ Determine an approximate square root of a given rational number that is not a perfect square,
[ICT: P2–3.4] using technology; e.g., a calculator, a computer.
¾ Explain why the square root of a given rational number as shown on a calculator may be an
approximation.
¾ Identify a number with a square root that is between two given numbers.
146 / Outcomes with Achievement Indicators (Grade 9) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
Strand: Patterns and Relations (Patterns) General Outcome: Use patterns to describe the world and to solve problems.
2. Graph a linear relation, analyze the graph, and ¾ Describe the pattern found in a given graph.
interpolate or extrapolate to solve problems. ¾ Graph a given linear relation, including horizontal and vertical lines.
[C, CN, PS, R, T, V]
¾ Match given equations of linear relations with their corresponding graphs.
[ICT: C7–3.1, P2–3.3]
¾ Extend a given graph (extrapolate) to determine the value of an unknown element.
¾ Interpolate the approximate value of one variable on a given graph, given the value of the other
variable.
¾ Extrapolate the approximate value of one variable from a given graph, given the value of the
other variable.
¾ Solve a given problem by graphing a linear relation and analyzing the graph.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations)
148 / Outcomes with Achievement Indicators (Grade 9) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations) (continued)
4. Explain and illustrate strategies to solve single ¾ Translate a given problem into a single variable linear inequality, using the symbols ≥, >,
variable linear inequalities with rational coefficients < or ≤.
within a problem-solving context. ¾ Determine if a given rational number is a possible solution of a given linear inequality.
[C, CN, PS, R, V]
¾ Generalize and apply a rule for adding or subtracting a positive or negative number to
determine the solution of a given inequality.
¾ Generalize and apply a rule for multiplying or dividing by a positive or negative number to
determine the solution of a given inequality.
¾ Solve a given linear inequality algebraically, and explain the process orally or in written
form.
¾ Compare and explain the process for solving a given linear equation to the process for
solving a given linear inequality.
¾ Graph the solution of a given linear inequality on a number line.
¾ Compare and explain the solution of a given linear equation to the solution of a given linear
inequality.
¾ Verify the solution of a given linear inequality, using substitution for multiple elements in the
solution.
¾ Solve a given problem involving a single variable linear inequality, and graph the solution.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
Strand: Patterns and Relations General Outcome: Represent algebraic expressions in multiple ways.
(Variables and Equations) (continued)
5. Demonstrate an understanding of polynomials ¾ Create a concrete model or a pictorial representation for a given polynomial expression.
(limited to polynomials of degree less than or equal ¾ Write the expression for a given model of a polynomial.
to 2). ¾ Identify the variables, degree, number of terms and coefficients, including the constant term,
[C, CN, R, V] of a given simplified polynomial expression.
¾ Describe a situation for a given first degree polynomial expression.
¾ Match equivalent polynomial expressions given in simplified form; e.g., 4x - 3x2 + 2 is
equivalent to -3x2 + 4x + 2.
6. Model, record and explain the operations of addition ¾ Model addition of two given polynomial expressions concretely or pictorially, and record the
and subtraction of polynomial expressions, process symbolically.
concretely, pictorially and symbolically (limited to ¾ Model subtraction of two given polynomial expressions concretely or pictorially, and record
polynomials of degree less than or equal to 2). the process symbolically.
[C, CN, PS, R, V] ¾ Identify like terms in a given polynomial expression.
¾ Apply a personal strategy for addition or subtraction of two given polynomial expressions, and
record the process symbolically.
¾ Refine personal strategies to increase their efficiency.
¾ Identify equivalent polynomial expressions from a given set of polynomial expressions,
including pictorial and symbolic representations.
¾ Identify the error(s) in a given simplification of a given polynomial expression.
7. Model, record and explain the operations of ¾ Model multiplication of a given polynomial expression by a given monomial concretely or
multiplication and division of polynomial pictorially, and record the process symbolically.
expressions (limited to polynomials of degree less ¾ Model division of a given polynomial expression by a given monomial concretely or
than or equal to 2) by monomials, concretely, pictorially, and record the process symbolically.
pictorially and symbolically.
[C, CN, R, V] ¾ Apply a personal strategy for multiplication and division of a given polynomial expression by
a given monomial.
¾ Refine personal strategies to increase their efficiency.
¾ Provide examples of equivalent polynomial expressions.
¾ Identify the error(s) in a given simplification of a given polynomial expression.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
Strand: Shape and Space (Measurement) General Outcome: Use direct and indirect measurement to solve problems.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
Strand: Shape and Space General Outcome: Describe the characteristics of 3-D objects and 2-D shapes,
(3-D Objects and 2-D Shapes) and analyze the relationships among them.
3. Demonstrate an understanding of similarity of ¾ Determine if the polygons in a given pre-sorted set are similar, and explain the reasoning.
polygons. ¾ Draw a polygon similar to a given polygon, and explain why the two are similar.
[C, CN, PS, R, V]
¾ Solve a given problem, using the properties of similar polygons.
152 / Outcomes with Achievement Indicators (Grade 9) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
Strand: Shape and Space (Transformations) General Outcome: Describe and analyze position and motion of objects and
shapes.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
Strand: Shape and Space (Transformations) General Outcome: Describe and analyze position and motion of objects and
(continued) shapes.
5. Demonstrate an understanding of line and rotation ¾ Classify a given set of 2-D shapes or designs according to the number of lines of symmetry.
symmetry. ¾ Complete a 2-D shape or design, given one half of the shape or design and a line of symmetry.
[C, CN, PS, V]
¾ Determine if a given 2-D shape or design has rotation symmetry about the point at its centre,
and, if it does, state the order and angle of rotation.
¾ Rotate a given 2-D shape about a vertex, and draw the resulting image.
¾ Identify a line of symmetry or the order and angle of rotation symmetry in a given tessellation.
¾ Identify the type of symmetry that arises from a given transformation on a Cartesian plane.
¾ Complete, concretely or pictorially, a given transformation of a 2-D shape on a Cartesian
plane; record the coordinates; and describe the type of symmetry that results.
¾ Identify and describe the types of symmetry created in a given piece of artwork.
¾ Determine whether or not two given 2-D shapes on a Cartesian plane are related by either
rotation or line symmetry.
¾ Draw, on a Cartesian plane, the translation image of a given shape, using a given translation
rule such as R2, U3 or Æ Æ, ÇÇÇ; label each vertex and its corresponding ordered pair; and
describe why the translation does not result in line or rotation symmetry.
¾ Create or provide a piece of artwork that demonstrates line and rotation symmetry, and
identify the line(s) of symmetry and the order and angle of rotation.
154 / Outcomes with Achievement Indicators (Grade 9) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
Strand: Statistics and Probability General Outcome: Collect, display and analyze data to solve problems.
(Data Analysis)
2. Select and defend the choice of using either a ¾ Identify whether a given situation represents the use of a sample or a population.
population or a sample of a population to answer a ¾ Provide an example of a situation in which a population may be used to answer a question, and
question. justify the choice.
[C, CN, PS, R]
¾ Provide an example of a question where a limitation precludes the use of a population; and
describe the limitation, e.g., too costly, not enough time, limited resources.
¾ Identify and critique a given example in which a generalization from a sample of a population
may or may not be valid for the population.
¾ Provide an example to demonstrate the significance of sample size in interpreting data.
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[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
Strand: Statistics and Probability General Outcome: Collect, display and analyze data to solve problems.
(Data Analysis) (continued)
3. Develop and implement a project plan for the ¾ Create a rubric to assess a project that includes the assessment of:
collection, display and analysis of data by: • a question for investigation
• formulating a question for investigation • the choice of a data collection method that includes social considerations
• choosing a data collection method that includes • the selection of a population or a sample and the justification for the selection
social considerations • the display of collected data
• selecting a population or a sample • the conclusions to answer the question.
• collecting the data
¾ Develop a project plan that describes:
• displaying the collected data in an appropriate
• a question for investigation
manner • the method of data collection that includes social considerations
• drawing conclusions to answer the question.
• the method for selecting a population or a sample
[C, PS, R, T, V] • the methods for display and analysis of data.
[ICT: C1–3.5, C4–3.1, C6–3.1, C6–3.2, C7–3.1,
C7–3.2, P1–3.4, P2–3.1] ¾ Complete the project according to the plan, draw conclusions, and communicate findings to an
audience.
¾ Self-assess the completed project by applying the rubric.
156 / Outcomes with Achievement Indicators (Grade 9) The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
[C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation [V] Visualization
Grade 9
Strand: Statistics and Probability General Outcome: Use experimental or theoretical probabilities to represent and
(Chance and Uncertainty) solve problems involving uncertainty.
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Outcomes with Achievement Indicators (Grade 9) / 157
©Alberta Education, Alberta, Canada 2007
APPENDIX: INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) OUTCOMES
The following excerpts from the Information and Communication Technology (ICT) Program of Studies provide the complete wording for
outcomes that are linked to the mathematics program of studies. For the complete ICT Program of Studies, go to the Alberta Education Web site
at http://www.education.gov.ab.ca/ict/pofs.asp.
C1 – Students will access, use and communicate 2.2 organize information gathered from the Internet, or an electronic source, by selecting
information from a variety of technologies. and recording the data in logical files or categories; and by communicating effectively,
through appropriate forms, such as speeches, reports and multimedia presentations,
applying information technologies that serve particular audiences and purposes
C4 – Students will use organizational processes 2.2 organize information, using such tools as a database, spreadsheet or electronic webbing
and tools to manage inquiry.
C6 – Students will use technology to investigate 2.1 select and use technology to assist in problem solving
and/or solve problems. 2.2 use data gathered from a variety of electronic sources to address identified problems
2.3 use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to
present connections between ideas and information in a problem-solving environment
2.4 solve problems, using numerical operations and such tools as calculators and
spreadsheets
2.5 solve problems requiring the sorting, organizing, classifying and extending of data,
using such tools as calculators, spreadsheets, databases or hypertext technology
2.7 generate alternative solutions to problems by using technology to facilitate the process
158 / Appendix: ICT Outcomes The Alberta K–9 Mathematics Program of Studies with Achievement Indicators
2007 ©Alberta Education, Alberta, Canada
General Outcomes Specific Outcomes
C7 – Students will use electronic research techniques 2.1 use a variety of technologies to organize and synthesize researched information
to construct personal knowledge and meaning.
P2 – Students will organize and manipulate data. 2.1 enter and manipulate data by using such tools as spreadsheets or databases for a
specific purpose
2.2 display data electronically through graphs and charts
P5 – Students will navigate and create hyperlinked 2.3 navigate the Internet with appropriate software
resources.
C1 – Students will access, use and communicate 3.5 analyze and synthesize information to create a product
information from a variety of technologies.
C4 – Students will use organizational processes and 3.1 create a plan for an inquiry that includes consideration of time management
tools to manage inquiry.
C6 – Students will use technology to investigate 3.1 articulate clearly a plan of action to use technology to solve a problem
and/or solve problems. 3.2 identify the appropriate materials and tools to use in order to accomplish a plan of
action
3.4 pose and test solutions to problems by using computer applications, such as
computer-assisted design or simulation/modelling software
C7 – Students will use electronic research techniques 3.1 identify patterns in organized information
to construct personal knowledge and meaning. 3.2 make connections among related, organized data, and assemble various pieces into a
unified message
F4 – Students will become discerning consumers of 3.2 understand the nature of various media and how they are consciously used to
mass media and electronic information. influence an audience
3.3 identify specific techniques used by the media to elicit particular responses from an
audience
P1 – Students will compose, revise and edit text. 3.4 use appropriate communication technology to elicit feedback from others
P2 – Students will organize and manipulate data. 3.1 design, create and modify a database for a specific purpose
3.3 use a variety of technological graphing tools to draw graphs for data involving one
or two variables
3.4 use a scientific calculator or a computer to solve problems involving rational
numbers
The Alberta K–9 Mathematics Program of Studies with Achievement Indicators Appendix: ICT Outcomes / 159
©Alberta Education, Alberta, Canada 2007
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